Chapter 1 14 overarching parenting dimensions of responsiveness and demandingness: authoritative (i.e., high responsiveness and demandingness), authoritarian (i.e., low responsiveness, high demandingness), and permissive (i.e., high responsiveness and low demandingness). Later, Maccoby & Martin (1983) added a fourth style, the neglecting style, which describes parents who score low on both responsiveness and demandingness. These parenting styles are differentially linked to adolescent psychosocial functioning; research often demonstrated that adolescents whose parents exert an authoritative parenting style demonstrate better psychosocial functioning than adolescents whose parents exert other parenting styles (Power, 2013). However, this typology of parenting styles at the aggregated level of stable between-family differences has paid little attention to the underlying dynamic processes that explain how parenting contributes to changes in adolescent functioning. To explain why adolescents raised by parents with different parenting styles show different levels of functioning, the integrative parenting model of Darling and Steinberg (1993) distinguished between stable parenting styles and time-variable parenting practices. Parenting style is conceptualized as the stable emotional climate of the parent-child relationship, which can alter the effectiveness of parenting practices. Parenting practices (e.g., responsiveness, rule setting, and intrusiveness) are thought to vary across time and situations and are conceptualized as the direct mechanisms through which parents influence the functioning of their adolescents. In other words, fluctuations in parenting practices over time are thought to explain the changes in adolescent functioning. Hence, this integrative model of parenting made clear (Darling & Steinberg, 1993), although not explicitly described as such, that theorized socialization influences from parenting to adolescent functioning occur within a family, which may differ between families due to variations in parenting styles. Accordingly, different theoretical questions can be formulated regarding the phenomenon of parenting adolescents (see Table 1). One set of questions pertains to stable differences between families, such as differences in parenting styles, and how they relate to interindividual differences in the levels of adolescent functioning. Another set of questions pertains to the motor behind such differences: The dynamic processes by which parenting and adolescent functioning influence one another over time. Although the latter set of questions represents the core theoretical ideas on parenting adolescents, they have rarely been empirically tested because of methodological gaps in parenting science and in developmental psychology more broadly (which will be explained later in this introduction) (Richters, 1997, 2021). To increase the empirical understanding of parenting adolescents,
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