Parental Mistakes Experienced in Childhood by Girls and Their Needs and Values System as Adult Women
DOI:
https://doi.org/10.12775/SPI.2022.4.005Keywords
parental mistakes, needs, values, data mining algorithmsAbstract
Childhood experiences are the foundation on which many personality traits develop. Stressful experiences such as parental mistakes may particularly impact the formation of personality traits. The aim of the current study was to examine how the childhood experiences of parental mistakes, such as aggression, rigor, and so forth, co-occur with the ability to satisfy one’s needs and to one’s value system in adulthood.
The study was carried out on a sample of 402 women aged 21 to 50 years. In order to answer the research questions, a cluster analysis using data mining algorithms and Social Network Analysis was performed.
The study revealed that women who experienced fewer parental mistakes in childhood displayed greater need fulfillment in adulthood than did women who experienced more parental mistakes. Women differed in their value systems depending on whether they experienced more mistakes from their fathers or mothers. Women who experienced fewer mothers’ mistakes held more values that were focused on others, while women who experienced fewer fathers’ mistakes espoused more self-centered values.
References
Adelman C., Daniel B., Berkovits I. (2003). Postsecondary Attainment, Attendance, Curriculum, and Performance: Selected Results from the NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000 (NCES 2003-394), Washington (D.C.): U.S. Department of Education.
Beutel A.M., Marini M.M. (1995). “Gender and Values,” American Sociological Review, vol. 60, pp. 436–448, doi:10.2307/2096423
Bugental D.B., Kaswan J.W., Love L.R. (1970). “Perception of Contradictory Meanings Conveyed by Verbal and Nonverbal Channels,” Journal of Personality and Social Psychology, vol. 16, no. 4, pp. 647–655, doi:10.1037/h0030254
Bugental D., Happaney K. (2000). “Parent-Child Interaction as a Power Contest,” Journal of Applied Developmental Psychology, vol. 21, no. 3, pp. 267–282, doi:10.1016/S0193-3973(99)00038-6
Bugental D., Lyon J., Lin E., McGrath E., Bimbela A. (1999). “Children ‘Tune Out’ in Response to the Ambiguous Communication Style of Powerless Adults,” Child Development, vol. 70, no. 1, pp. 214–230, doi:10.1111/1467-8624.00016
Carver A., Timperio A., Hesketh K., Crawford D. (2009). “Are Children and Adolescents Less Active if Parents Restrict Their Physical Activity and Active Transport Due to Perceived Risk?” Social Science and Medicine, vol. 70, no. 11, pp. 1799–1805, doi:10.1016/j.socscimed.2010.02.010
Chłopkiewicz M. (1975a). “Zaburzenia dynamiki procesów nerwowych u dzieci zahamowanych w świetle analizy behawioralnej,” in M. Kościelska (ed.), Przyczyny i patomechanizmy zaburzeń rozwoju dzieci, Warszawa: Wydawnictwo Uniwersytetu Warszawskiego, pp. 5–34.
Chłopkiewicz M. (1975b). “Zaburzenia zachowania dzieci zahamowanych jako wyraz patologii osobowości,” in M. Kościelska (ed.), Przyczyny i patomechanizmy zaburzeń rozwoju dzieci Warszawa: Wydawnictwo Uniwersytetu Warszawskiego, pp. 35–58.
Cieciuch J. (2013). “Pomiar wartości w zmodyfikowanym modelu Shaloma Schwartza,” Psychologia Społeczna, vol. 1, no. 124, pp. 22–41.
Dymara B., Łopatkowa M., Pulinowa M., Murzyn A. (2003). Dziecko w świecie wartości, Kraków: Oficyna Wydawnicza “Impuls”.
Elder J., Hill T., Miner G., Nisbet B., Delen D., Fast A. (2012). Practical Text Mining and Statistical Analysis for Nono-structured Text Data Application, Oxford: Elsevier.
Gurycka A. (1990). Błąd w wychowaniu, Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
Howe M.L. (2000). The Fate of Early Memories: Developmental Science and the Retention of Childhood Experiences, Washington (D.C.): American Psychological Association.
Huerta J.J., Watt K.M., Butcher J.T. (2013). “Examining Advancement via Individual Determination (AVID) and Its Impact on Middle School Rigor and Student Preparedness,” American Secondary Education, vol. 41, no. 2, pp. 24–37.
Khaleque A. (2015). “Perceived Parental Neglect, and Children’s Psychological Maladjustment, and Negative Personality Dispositions: A Meta-analysis of Multi-cultural Studies,” Journal of Child and Family Studies, vol. 24, no. 5, pp. 1419–1428. doi:10.1007/s10826-014-9948-x
Kierowski J.K., Lew-Starowicz Z., Mellibruda J. (2002). “Psychopatologia zjawisk społecznych,” in J. Strelau (ed.), Psychologia. Podręcznik akademicki. Tom 3, Gdańsk: Gdańskie Wydawnictwo Psychologiczne, pp. 692–765.
Kutter P. (2000). Współczesna psychoanaliza, Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Lambert S.F., Bettencourt A.F., Bradshaw C.P., Ialongo N.S. (2013). “Early Predictors of Urban Adolescents’ Community Violence Exposure,” Journal of Aggression, Maltreatment & Trauma, vol. 22, no. 1, pp. 26–44, doi:10.1080/10926771.2013.743944
Lester D. (2013). “Measuring Maslow’s Hierarchy of Needs,” Psychological Reports, vol. 113, no. 1, pp. 15–17, doi:10.2466/02.20.PR0.113x16z1
Maslow A.H. (1987). Motivation and Personality, New York: Harper & Row.
Mattern K.D., Wyatt J.N. (2012). “The Validity of the Academic Rigor Index (ARI) for Predicting FYGPA,” Research Report, vol. 5, pp. 1–24.
Millon T., Davis R. (1996). Disorders of Personality: DSM-IV and Beyond, 2nd ed., New York: John Wiley and Sons.
O’Leary S.G. (1995). “Parental Discipline Mistake,” Current Directions in Psychological Science, vol. 4, no. 1, pp. 11–13, doi:10.1111/1467-8721.ep10770944
Schwartz S.H., Cieciuch J., Vecchione M., Davidov E., Fischer R., Beierlein C., Ramos A., Verkasalo M., Lönnqvist J.-E., Demirutku K., Dirilen-Gumus O., Konty M. (2012). “Refining the Theory of Basic Individual Values,” Journal of Personality and Social Psychology, vol. 103, no. 4, pp. 663–688, doi:10.1037/a0029393
Schwartz S.H., Rubel-Lifschitz T. (2009). “Cross-national Variation in the Size of Sex Differences in Values: Effects of Gender Equality,” Journal of Personality and Social Psychology, vol. 97, no. 1, pp. 171–185, doi:10.1037/a0015546
Schwartz S.H., Cieciuch J., Vecchione M., Davidov E., Fischer R., Beierlein C., Ramos A., Verkasalo M., Lönnqvist J.-E., Demirutku K., Dirilen-Gumus O., Konty M. (2012). “Refining the Theory of Basic Individual Values,” Journal of Personality and Social Psychology, vol. 103, no. 4, pp. 663–688, https://doi.org/10.1037/a0029393
Schwartz S.H., Sagie G. (2000). “Value Consensus and Importance: A Cross-national Study,” Journal of Cross-Cultural Psychology, vol. 31, no. 4, pp. 465–497. doi:10.1177/0022022100031004003
Senator D. (2010). “Więź zdezorganizowana jako czynnik ryzyka patologii,” in B. Tryjarska (ed.), Bliskość w rodzinie. Więzi w dzieciństwie a zaburzenia w dorosłości, Warszawa: Wydawnictwo Naukowe Scholar, pp. 43–61.
Szymańska A., Aranowska E. (2016). Błąd w wychowaniu. W stronę weryfikacji teorii Antoniny Guryckiej, Warszawa: Liberi Libri.
Szymańska A., Aranowska E., Torebko K. (2017). “Błędy wychowawcze popełniane przez rodziców a rozwój kompetencji emocjonalnych dzieci w wieku wczesnoszkolnym,” Studia z Teorii Wychowania, vol. 4, no. 21, pp. 161–194.
Winston C.N., Maher H., Easvaradoss V. (2017). “Needs and Values: An Exploration,” Humanistic Psychologist, vol. 45, no. 3, pp. 295–311, doi:10.1037/hum0000054
Winterhoff P. (1997). “Sociocultural Promotions Constraining Children’s Social Activity: Comparisons and Variability in the Development of ‘Friendships’,” in J. Tudge, M. Shanahan, J. Valsiner (eds.), Comparative Approaches in Developmental Science, Cambridge (MA): Cambridge University Press, pp. 222–251.
Wójtowicz A. (1989). “Błąd wychowawczy w doświadczeniach młodzieży,” in A. Gurycka, A. Gołąb (eds.), Podmiotowość w doświadczeniach wychowawczych dzieci i młodzieży. Wychowanek jako podmiot doświadczeń, Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, pp. 81–106.
Zinker J. (1991). Proces twórczy w terapii Gestalt, Warszawa: Jacek Santorski & Co Agencja Wydawnicza.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Agnieszka Szymańska
![Creative Commons License](http://i.creativecommons.org/l/by-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
By submitting an article, the author declares that:
they are the author of the article (hereinafter referred to as the Work) and:
- is entitled to exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyrights to the Work.
The Author grants the Jesuit University Ignatianum in Cracow a free, non-exclusive, territorially unlimited license to use the Work in the following fields of exploitation:
- publishing the Work in paper, digital or magnetic form;
- multiplying the work by any method, without limiting the number of editions or copies;
- distribution of the work and its copies in any form, including marketing, sales, lending, and lease;
- placing the work in a computer memory;
- distribution of the work in information networks, including the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a manner that everyone could have access to it at a time and place chosen by themselves;
- within the scope of dependent rights to the Work, covering, in particular, the right to make necessary changes to the Work, resulting from editorial and methodical preparation, as well as to make translations of the Work into other languages.
The license right shall be transferred the moment of transfer of the Work to the Jesuit University Ignatianum in Cracow. The Jesuit University Ignatianum in Cracow is entitled to grant sub-licenses to the Work in terms of the right granted. The license shall be limited in time for a period of 15 years from the date it is granted.
Stats
Number of views and downloads: 270
Number of citations: 0