ABSTRACT
BACKGROUND: Previous studies on maternal parenting styles and children's callous-unemotional behavior (CU behavior) have focused on the West, and few studies have examined the longitudinal relationship between maternal parenting styles and CU behavior using Chinese preschoolers as subjects. OBJECTIVE: Through a 1.5-year longitudinal lens, this study probed the relations between maternal parenting styles and CU behavior in the Chinese cultural setting. PARTICIPANTS: Participants were N = 492 Chinese young children (Mage = 52.44 months, SD = 5.00, 48 % girls). METHODS: At Time 1 (T1), mothers reported their use of authoritative parenting styles (i.e., warmth, reasoning, and autonomy), authoritarian parenting styles (i.e., physical coercion, verbal hostility, and nonreasoning) and children's CU behavior. At Time 2 (T2; approximately 1.5 years later), mothers again reported the above variables. RESULTS: Cross-lagged models indicated that maternal warmth, reasoning, autonomy, and nonreasoning at T1 predicted CU behavior at T2. However, not only did maternal physical coercion and verbal hostility at T1 predict CU behavior at T2, but CU behavior at T1 also predicted maternal physical coercion and verbal hostility at T2. Additionally, there were no gender differences in the relationship between dimensions of maternal parenting styles and CU behavior. CONCLUSIONS: It underscores the influence of authoritative parenting in potentially mitigating CU behavior, while authoritarian approaches may exacerbate CU behavior. The absence of gender differences suggests these dynamics are broadly applicable across genders. These findings have significant implications for parenting strategies aimed at addressing CU behavior in children, emphasizing the need for warmth, reasoning, and autonomy in parenting practices.
ABSTRACT
Objectives: This study aimed to explore the moderating role of teacher-child relationships in the relations between social avoidance and social adjustment (i.e., prosocial behavior, peer exclusion, and anxious-fearful behavior) in Chinese migrant preschoolers. Methods: Participants were 148 migrant children aged 4-6 years (82 boys, Mage = 62.32, SD = 6.67) attending kindergartens in Shanghai, People's Republic of China. Mothers reported children's social avoidance, and teachers rated teacher-child relationships and children's social adjustment. Results: Results indicated that social avoidance was positively related to peer exclusion and negatively related to prosocial behavior. Teacher-child relationships moderated those associations. Specifically, teacher-child closeness buffered the relationship between social avoidance and peer exclusion, whereas teacher-child conflict exacerbated the relations between social avoidance and peer exclusion and anxious-fearful behavior. Conclusion: The current finding informs us of the importance of improving teacher-child closeness and reducing teacher-child conflict to buffer the negative adjustment among socially avoidant young children who migrated from rural-to-urban China. The findings also highlight the importance of considering the meaning and implication of social avoidance for migrant preschoolers in Chinese culture.
ABSTRACT
Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3-6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children's CU traits and teachers reported their relationship with children and rated children's social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.
Subject(s)
Conduct Disorder , Child, Preschool , Humans , Child , Conduct Disorder/psychology , Social Adjustment , East Asian People , China , EmotionsABSTRACT
The tumor-associated antigen mucin 1 (MUC1) has been pursued as an attractive target for cancer immunotherapy, but the poor immunogenicity of the endogenous antigen hinders the development of vaccines capable of inducing effective anti-MUC1 immunodominant responses. Herein, we prepared synthetic anti-MUC1 vaccines in which the hydrophilic MUC1 antigen was N-terminally conjugated to one or two palmitoyl lipid chains (to form amphiphilic Pam-MUC1 or Pam2 -MUC1). These amphiphilic lipid-tailed MUC1 antigens were self-assembled into liposomes containing the NKT cell agonist αGalCer as an adjuvant. The lipid-conjugated antigens reshaped the physical and morphological properties of liposomal vaccines. Promising results showed that the anti-MUC1 IgG antibody titers induced by the Pam2 -MUC1 vaccine were more than 30- and 190-fold higher than those induced by the Pam-MUC1 vaccine and the MUC1 vaccine without lipid tails, respectively. Similarly, vaccines with the TLR1/2 agonist Pam3 CSK4 as an adjuvant also induced conjugated lipid-dependent immunological responses. Moreover, vaccines with the αGalCer adjuvant induced significantly higher titers of IgG antibodies than vaccines with the Pam3 CSK4 adjuvant. Therefore, the non-covalent assembly of the amphiphilic lipo-MUC1 antigen and the NKT cell agonist αGalCer as a glycolipid adjuvant represent a synthetically simple but immunologically effective approach for the development of anti-MUC1 cancer vaccines.
