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Parental Appreciation Socialization and Child Development of Appreciation versus Gratitude: Child-Driven Effects and the Contextualizing Role of Parental Education

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Title: Parental Appreciation Socialization and Child Development of Appreciation versus Gratitude: Child-Driven Effects and the Contextualizing Role of Parental Education
Language: English
Authors: Yu Chen, Nan Zhou, Hongjian Cao, Jonathan R. H. Tudge, Yue Liang (ORCID 0000-0002-8707-5480)
Source: Journal of Early Adolescence. 2026 46(6):833-866.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 34
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Parent Child Relationship, Socialization, Child Development, Psychological Patterns, Educational Attainment, Parent Background, Parents, Children, Foreign Countries
Geographic Terms: China
DOI: 10.1177/02724316251355493
ISSN: 0272-4316
1552-5449
Abstract: Based on cultural-ecological theory, the development of appreciation depends on culture (e.g., China), everyday activities and interactions (e.g., parenting goals and behaviors), personal characteristics (e.g., parental education), and time, and their interconnected associations. However, previous studies focusing on children's appreciation have not been adequately based on theory, have conflated appreciation and gratitude, and have mismatched conceptualization and operationalization. Therefore, using a sample of 496 Chinese parent-child dyads (child M[subscript age] = 10.25, 53.6% females; Wave 1, W1), the study examined, over three waves (with an approximately eight-month interval between waves), the interdependent relations among parental socialization goals (PSG) and behaviors (PSB) for child appreciation, children's appreciation, and the moderating role of parental educational level (at W1) in such associations. Results indicated that PSG at W1 related to PSG and PSB at Wave 3 (W3) via children's appreciation at Wave 2 (W2) when children's gratitude was not included. Children's gratitude at W1/W2 related to subsequent PSG/PSB at W2/W3 regardless of parental educational level, with PSG at W1 associated with children's appreciation at W2 only when parents had a high school diploma or above. Such findings highlight the interdependent associations and role of parental educational level in parent-child interactions regarding children's appreciation, and the importance of treating appreciation and gratitude differently.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503299
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Parental Appreciation Socialization and Child Development of Appreciation versus Gratitude: Child-Driven Effects and the Contextualizing Role of Parental Education
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Yu+Chen%22">Yu Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Nan+Zhou%22">Nan Zhou</searchLink><br /><searchLink fieldCode="AR" term="%22Hongjian+Cao%22">Hongjian Cao</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+R%2E+H%2E+Tudge%22">Jonathan R. H. Tudge</searchLink><br /><searchLink fieldCode="AR" term="%22Yue+Liang%22">Yue Liang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8707-5480">0000-0002-8707-5480</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Adolescence%22"><i>Journal of Early Adolescence</i></searchLink>. 2026 46(6):833-866.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 34
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/02724316251355493
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  Data: 0272-4316<br />1552-5449
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Based on cultural-ecological theory, the development of appreciation depends on culture (e.g., China), everyday activities and interactions (e.g., parenting goals and behaviors), personal characteristics (e.g., parental education), and time, and their interconnected associations. However, previous studies focusing on children's appreciation have not been adequately based on theory, have conflated appreciation and gratitude, and have mismatched conceptualization and operationalization. Therefore, using a sample of 496 Chinese parent-child dyads (child M[subscript age] = 10.25, 53.6% females; Wave 1, W1), the study examined, over three waves (with an approximately eight-month interval between waves), the interdependent relations among parental socialization goals (PSG) and behaviors (PSB) for child appreciation, children's appreciation, and the moderating role of parental educational level (at W1) in such associations. Results indicated that PSG at W1 related to PSG and PSB at Wave 3 (W3) via children's appreciation at Wave 2 (W2) when children's gratitude was not included. Children's gratitude at W1/W2 related to subsequent PSG/PSB at W2/W3 regardless of parental educational level, with PSG at W1 associated with children's appreciation at W2 only when parents had a high school diploma or above. Such findings highlight the interdependent associations and role of parental educational level in parent-child interactions regarding children's appreciation, and the importance of treating appreciation and gratitude differently.
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  Data: 2026
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  Data: EJ1503299
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        Value: 10.1177/02724316251355493
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      – Text: English
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      Pagination:
        PageCount: 34
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Socialization
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      – SubjectFull: Child Development
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      – SubjectFull: China
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      – TitleFull: Parental Appreciation Socialization and Child Development of Appreciation versus Gratitude: Child-Driven Effects and the Contextualizing Role of Parental Education
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