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DOI: 10.5281/zenodo.17322595
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UAI JOURNAL OF EDUCATION, HUMANITIES AND LITERATURE
Pa en al Emo ional and Cogni i e Responses du ing he pe iod o psychological and
physiological changes in child en
DANG CAO KY ANH1*, NGUYEN TRAN HA PHAN2
1 Facul y o Business Managemen , Uni e si y o G eenwich, London, UK
2 Del a Global School, Hanoi, Vie nam
Co esponding Au ho : DANG CAO KY ANH
Facul y o Business Managemen , Uni e si y o G eenwich, London, UK
Backg ound: This s udy aims o in es iga e how c ucial psychosocial s esso s, namely communica ion ba ie s be ween
pa en s and adolescen s, pa en al wo k-li e s ess, and pe cei ed loss o con ol due o adolescen ebellion, a ec pa en al
emo ional and cogni i e esponses du ing ages o child en’s ce eb al and physiological de elopmen .
Me hodology: As desc ibed in his pape , he au ho s use quan i a i e esea ch app oach and hen de elop an online su ey
using Google o ms and a 5-poin Like scale. F om 804 collec ed esponses, 385 we e supposedly alid ollowing a s ic
sc eening p ocess ha checked o absolu eness, hickness, and au hen ici y.
Findings: Psychological and physiological changes in child en, pa en al psychosocial s ains, communica ion ba ie s
be ween pa en s and adolescen s ha e coe icien s o 0.58, 0.54, 0.68 espec i ely on pa en al emo ional and cogni i e
esponses. Mo eo e , co-pa en ing quali y mode a e he ela ionship be ween communica ion ba ie s o pa en al emo ional
and cogni i e esponses wi h coe icien s o 0.46.
Conclusion: This s udy o e s a no el in eg a ion o Family Sys ems Theo y and he T ansac ional Model o S ess and Coping
o explo e how co-pa en ing quali y mode a es he impac o mode n pa en ing s esso s. By add essing a mul i- a iable
amewo k wi hin he con ex o adolescen de elopmen , i p o ides esh insigh in o how ela ional dynamics and ex e nal
p essu es join ly shape pa en al emo ional and cogni i e esponses.
KEY WORDS:
Adolescen De elopmen ; Communica ion Ba ie s; Co-Pa en ing Quali y; Pa en al Responses; Wo k-Li e
S ess.
Abb e ia ed Key Ti le: UAI J Eud Huma Li .
ISSN: 3049-3196 (Online)
Jou nal Homepage: h ps://uaipublishe .com/uaijehl-2/
Volume- 1 Issue- 5 (Sep embe -Oc obe ) 2025
F equency: Bimon hly
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DOI: 10.5281/zenodo.17322595
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1. INTRODUCTION
Pa en al emo ional and cogni i e esponses du ing a child’s men al
and physiological de elopmen a e i al ye complex cons uc s,
equen ly ma ked by s ess, anxie y, and adap i e egula ion. These
esponses a e deeply old by he changeable na u e o adolescen
beha io , which challenges pa en al oles and expec a ions (Lippold
e al., 2016). Emo ional dys egula ion in pa en s may b eak e ec i e
communica ion and decision-making, e en ually impac ing
adolescen well-being (Williams & Pa a, 2019). Communica ion
ba ie s be ween pa en s and adolescen s signi ican ly in luence
pa en al emo ional and cogni i e esponses, o en leading o
misunde s andings, inc eased s ess, and eac i e pa en ing beha io s
(Sme ana e al., 2006). Mo eo e , he cogni i e load om wo k-li e
con lic s may ampli y emo ional esponses, complica ing empi ical
insula ion o his a iable. The e o e, hese en e p ises demand
e ined unc ional delinea ions and longi udinal s yles o dis inguish
eason om co ela ion.
P e ious explo a ion highligh s he i al pa o ma e nal emo ional
and cogni i e esponses in shaping child en's de elopmen , especially
du ing nonage, a c i ical phase cha ac e ized by iden i y con i ma ion
and heigh ened beha io al changes (S einbe g & Silk, 2002).
Findings indica e ha ele a ed ma e nal s ess and a pe cei ed lack o
con ol a e nea ly linked o s onge emo ional esponses and u he
nega i e cogni i e e alua ions (Nelson e al., 2013). Despi e his,
nume ous models gi e insu icien a en ion o he mode a ing pa o
co-pa en ing quali y, uly hough e idence poin s o i s e en uali y in
easing he s ain wi hin pa en - child connec ions unde s ess
(Feinbe g e al., 2010). Besides, much o he cu en li e a u e elies
hea ily on c oss-sec ional designs, which limi he capabili y o d aw
meaning ul conclusions and equen ly ail o cap u e he dynamic
na u e o pa en - child ela ions o e ime. To add ess hese
limi a ions, his pape inco po a es co-pa en ing quali y as a c ucial
mode a ing a iable and employs a longi udinal app oach o examine
e ol ing pa e ns ac oss expe imen al s ages. In doing so, i o e s
deepe insigh in o he complex in e play be ween ma e nal cogni ion,
emo ional esponses, and ex e nal s esso s o e ime.
Fo me s udies on pa en al emo ional and cogni i e esponses du ing
child en's expe imen al ansi ions ha e s essed he impac o s ess,
adolescen ebellion, and communica ion dynamics on pa en hood
(Be yhill, 2016). Howe e , nume ous ha e o e looked he complex
in e play be ween hese s esso s and how co-pa en ing quali y migh
cushion hei goods. In pa icula , he in luence o communica ion
walls be ween pa en s and adolescen s, alongside ex e nal p essu es
simila o wo k-li e s ess, emains unde explo ed in an in e wined
ame. This composi ion aims o b idge explo a ion gaps by
add essing ou p ima y explo a ion ques ions. The p ima y ideal is
o add ess he explo a ion ques ions:
1. How do communica ion ba ie s and pe cei ed loss o
con ol due o adolescen ebellion in luence pa en al
emo ional and cogni i e esponses?
2. Wha is he in luence o pa en al wo k-li e s ains on hei
emo ional and cogni i e esponses du ing adolescen
psychological and physiological changes?
3. How posi i ely does co-pa en ing quali y mode a e he
ela ionship be ween communica ion ba ie s o pa en al
emo ional and cogni i e esponses du ing he pe iod o
psychological and physiological changes in child en?
The esea ch objec s aim o analyze he in e play be ween ma e nal
psychological s a es and he e ol ing challenges p esen ed du ing a
child’s ansi ion h ough adolescence. By ocusing on
communica ion ba ie s, wo k-li e s ess, and pe cei ed loss o
con ol, he s udy acknowledges c ucial eal-wo ld s esso s ha
shape ma e nal cogni ion and emo ion. Howe e , p e ious s udies
equen ly neglec he complexi y o hese in e dependen ac o s,
ea ing hem in silos a he han explo ing hei acc e i e impac . The
objec i ica ion o co-pa en ing quali y as a mode a ing a iable
e lec s a p og essi e mo e owa d a mo e sys emic amily model, ye
i also demands p ecise abs ac cla i y and igo ous
ope a ionaliza ion. Wi hou his, empe ance goods may be o e a ed.
This explo a ion a emp s o b idge hese heo e ical and empi ical
gaps by landing he nuanced ways in which in a- amily dynamics and
ex e nal s esso s conce edly impac ma e nal esponsi eness,
o e ing a mo e holis ic and p ac icable unde s anding o pa en hood
unde s ess.
2. LITERATURE REVIEW
2.1 Pa en al Emo ional and Cogni i e Responses
Pa en al emo ional esponses ela e o he a ec i e esponses pa en s
show in esponse o hei child’s ac ions, expe imen al changes, and
con ex ual amily s esso s, including eelings such as ange , anxie y,
guil , and empa hy (Dix, 1991). Cogni i e esponses, on he o he
hand, in ol e pa en s' s udy p ocesses and app aisals ega ding hei
child's beha io and expe imen al s age simila as a ibu ions o
in en , p ospec s, and p oblem-wo king s a egies (Bugen al &
Johns on, 2000). These emo ional and cogni i e ac o s a e igh ly
in e wo en, equen ly shaping ma e nal decision-making and
comme ce pa e ns wi hin he amily uni . F om a unc ionalis
pe spec i e, pa en al emo ional and cogni i e esponses se e a
c i ical pa in main aining amily equilib ium. Func ionalism iews
each beha io and pa wi hin a sys em as se ing a pu pose o sus ain
he s abili y o he whole (Pa sons, 2013). Wi hin his ame,
emo ionally egula ed and cogni i ely adap i e ma e nal esponses
help sa e ela ional balance and p omo e heal hy de elopmen in
child en wi nessing ce eb al and physiological changes.
The signi icance o ma e nal emo ional and cogni i e esponses is
ex ensi ely conceded in expe imen al psychology and amily s udies.
These esponses play a i al pa in shaping a child’s one- egula ion,
academic achie emen , and ce eb al heal h (Mo is e al., 2007).
Again, when ma e nal emo ional egula ion is comp omised —
equen ly due o wo k-li e s ess, pe cei ed loss o con ol, o
communica ion b eakdowns i can con ibu e o inc eased amily
con lic and child maladjus men (Mo ei a e al., 2019). In
con empo a y socie y, hese challenges a e complica ed by apid
socio-cul u al shi s, ising wo k demands, and he no maliza ion o
adolescen independence, making emo ional and cogni i e
adap abili y in pa en s mo e pi o al han e e . Fo ins ance, a case
s udy by Lippold e al. (2016) examined ma e nal esponses in
amilies wi h adolescen s passing beha io al ola ili y. The s udy se
up ha high si ua ions o ma e nal s ess and low emo ional egula ion
we e linked o u he eac i e pa en hood p ac ices and educed
communica ion e ec i eness.
2.2 Ancho ing he Theo e ical F amewo k
To unde s and he dynamics ha shape pa en al emo ional and
cogni i e esponses du ing hei child en's psychological and
physiological ansi ions, his s udy g ounds i s heo e ical ame in
wo co e pe spec i es: Family Sys ems Theo y and he T ansac ional
Model o S ess and Coping. These p oposi ions o e ecip ocal
pe cep i i y in o how indi idual, ela ional, and con ex ual ac o s
in e ac o impac ma e nal expe iences. The ame is pa icula ly
sui ed o explo e how communica ion ba ie s, pa en al wo k-li e
s ess, and pe cei ed loss o con ol due o adolescen ebellion impac
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DOI: 10.5281/zenodo.17322595
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ma e nal esponses, while also accoun ing o he mode a ing e ec
o co-pa en ing quali y.
2.2.1Family Sys ems Theo y
Family Sys ems Theo y, i s ly de eloped by Bowen (1993), posi s
ha amilies ope a e as connec ed emo ional uni s, whe e changes in
one membe always a ec he whole sys em. Each amily membe 's
beha io and emo ional s a e is shaped by, and oge he shapes, he
b oade amily dynamic. Wi hin his ame, ma e nal emo ional and
cogni i e esponses a e no insula ed psychological ma els bu a e
ela ionally embedded wi hin ongoing amily ela ions.
Communica ion walls be ween pa en s and adolescen s can dis up
his balance, leading o emo ional dis ess and cogni i e o e load in
pa en s, especially du ing ages o expe imen al ansi ion (Cox &
Paley, 1997). As adolescen s asse au onomy, poo communica ion
and lowco-pa en ing quali y may complica e pa en al passions o
us a ion, con usion, o emo ional de achmen . In disc epancy, open
communica ion channels, pa icipa ing pa en ing aims, and emo ional
ecip oci y can enhance adap abili y and emo ional s abili y in pa en s
(Minuchin, 1985).
Family Sys ems Theo y also p o ides a s uc u al lens o unde s and
howco-pa en ing quali y mode a es he link be ween communica ion
ba ie s and ma e nal issues. High-quali y co-pa en ing ma ked by
collec i e suppo , collabo a ion, and common p oblem-wo king,
which can cushion he nega i e goods o adolescen ebellion o
ma e nal s ess. As Bo ns ein (2019) explains, co-pa en ing unc ions
as a nonsupe iso y medium, helping amilies na iga e con lic
and e-es ablish homeos asis. This heo e ical g ounding is pi o al,
pa icula ly in momen ’s social and p o i able clima e, whe e bina y-
income homes, shi ing pa en hood places, and ex e nal s esso s
(e.g., p o i able insecu i y, wo k-li e imbalance) s ain amily
dynamics (Schoppe-Sulli an & Mangelsdo , 2012). The e o e,
Family Sys ems Theo y allows his s udy o concep ualize ma e nal
esponses as impe a i e issues shaped by in e dependen connec ions
wi hin he amily uni .
Family Sys ems Theo y assumes ha amily membe s a e
emo ionally in e dependen , and dis up ions o one ela ional
subsys em simila o pa en -adolescen communica ion, will impac
he unc ioning o he en i e amily. I p esumes ha emo ional
pa e ns, s ess esponses, and managing capaci ies de elop wi hin
ela ional su ounds, a he han being solely indi idual ai s.
Consequen ly, he p oposi ion sugges s ha pe ec ing co-pa en ing
quali y o amily communica ion can es o e sys emic balance,
he eby enhancing pa en al emo ional and cogni i e good du ing
adolescen ansi ions (Bowen, 1993; Cox & Paley, 1997).
2.2.2 T ansac ional Model o S ess and Coping
The T ansac ional Model o S ess and Coping, de eloped by Laza us
& Folkman (1984), p o ides a psychological ame o unde s anding
how indi iduali ies es ima e and espond o s esso s. This model
concep ualizes s ess no simply as a unc ion o ex e nal e en s, bu
as a dynamic sale be ween en i onmen al demands and an
indi idual’s pe cei ed capabili y o manage. In he en i onmen o
pa en ing adolescen s, his model is pa icula ly ele an .
Communica ion walls, wo k-li e s ess, and adolescen de iance a e
all implici s esso s ha pa en s mus es ima e, in e p e , and manage.
Pa en s who pe cei e hese challenges as exceeding hei managing
co e s may wi ness heigh ened emo ional eac i i y and cogni i e
load, while hose wi h e ec i e managing s a egies (e.g., suppo
om co-pa en s, p oblem-wo king chops) a e mo e likely o egula e
hei esponses cons uc i ely (Folkman & Moskowi z, 2004).
The model unde sco es ha ma e nal emo ional and cogni i e
esponses a e old by bo h p ima y app aisals (pe cei ed ouble o
challenge) and seconda y app aisals (belie s abou managing
e iciency). This bina y app aisal p ocess is pa icula ly salien du ing
nonage, when iden i y con lic s, ule accommoda ions, and emo ional
ola ili y equen ly boos amily p essu e (Compas e al., 2017).
When pa en s eel a loss o con ol due o adolescen ebellion, o
example, i may e lec a cogni i e app aisal o diminished au ho i y
o e iciency. Mo eo e , wo k- li e imbalance can e ode pa en s’
pe cei ed con ol o e amily unc ioning, u he educing emo ional
egula ion. Impo an ly, his heo y accommoda es he ole o
mode a ing a iables, which may enhance ma e nal managemen by
edis ibu ing liabili ies o os e ing pa icipa ed emo ional labo
(Hedwig J. A. an Bakel & J. Ma ianne Riksen- Wal a en, 2002).
The T ansac ional Model o S ess and Coping assumes ha s ess
a ises om how indi iduali ies pe cei e and in e p e hei capaci y
o manage en i onmen al demands. Emo ional and cogni i e issues
a e shaped no by s esso s alone, bu by how indi iduali ies es ima e
hose s esso s and access managing co e s. In pa en ing, his model
assumes ha p oba i e co-pa en ing s uc u es and adap i e
app aisals o adolescen beha io can enhance managing e iciency,
educe emo ional dis ess, and imp o e pa en al esponsi eness
(Laza us & Folkman, 1984; Compas e al., 2017).
2.3 De e minan s o Pa en al Emo ional and Cogni i e
Responses
2.3.1Communica ion Ba ie s be ween Pa en s and
Adolescen s
Communica ion ba ie s be ween pa en s and adolescen s ela e o
pa ien dis up ions in he exchange o s udies, eelings, and in en ions
ha inhibi collec i e unde s anding (Dal on e al., 2019).
Communica ion ba ie s may include emo ional dis ance, language
incong uence, a oidance, o misunde s anding, equen ly boos ed by
adolescence as a s age ma ked by iden i y con i ma ion and emo ional
ola ili y (F eed e al., 2016). Acco ding o Family Sys ems Theo y,
he amily ope a es as a dynamic uni whe e he quali y o ela ions,
especially communica ion, de e mines emo ional balance and pa
s abili y (Ro hbaum e al., 2002). When communica ion is hinde ed,
he sys em becomes simula ed, leading o con usion, con lic , and
b eakdown in emo ional ans o ma ion. F om an emblema ic
in e ac ionis pe spec i e, indi iduali ies cons uc meaning h ough
in e pe sonal ela ions, and he e o e communica ion is he p ima y
ehicle o shaping one-concep ion and emo ional secu i y wi hin
amilies. The e o e, poo communica ion dis o s hese p ocesses,
weakening he ce eb al adap abili y o bo h adolescen s and hei
pa en s.
In he momen 's globalized, as -paced economy, se e al
sociocul u al and p o i able p essu es complica e hese
communica ion gaps. U baniza ion, inc eased digi al eliance, and
bina y-income amily s uc u es ha e lowe ed quali y ime and
educed emo ional acui y (Gao e al., 2024). p o i able p oposi ions
sugges ha when homes wi ness inancial cons ain s, s ess
consumes cogni i e bandwid h, equen ly educing ma e nal
ole ance and communica ion esponsi eness (Becke & Tomes,
1986). Likewise, echnology-in e media ed pa en hood may lead o
d opped ace- o- ace dialogue and inc ease emo ional
miscons uc ions be ween gene a ions. Empi ical explo a ion
con i ms ha ine ec i e amily communica ion is signi ican ly linked
wi h inc eased adolescen dep ession, ma e nal s ess, and con lic
(F eed e al., 2016). Besides, open and humane communica ion os e s
emo ional connec ion and builds collec i e unde s anding, enhancing
amily unc ionali y and well- being (Gao e al., 2024).
When communica ion ba ie s a e success ully add essed, ma e nal
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emo ional and cogni i e esponses end o come mo e o ma i e,
balanced, and empa he ic, especially du ing he child’s ce eb al and
physiological ansi ions (Gold, 2017). E ec i e communica ion
helps pa en s c ack beha io al cues, in e p e adolescen esis ance,
and egula e hei emo ional esponses consequen ly. This educes
eelings o helplessness o cogni i e con lic , p omo ing adap i e
managing and emo ional egula ion. Howe e , he in luence o
communica ion on ma e nal emo ional esponses has d awn academic
deba e. Some schola s a gue o a s ong, di ec e ec , emphasizing
ha e ec i e dialogue os e s cla i y, empa hy, and emo ional
alignmen (Kape ano ic e al., 2019). O he s con end ha i s impac
is mode a ed by ac o s simila asco-pa en ing quali y, pa en al
emo ional in elligence, and cul u al no ms (F eed e al., 2016). F om
a unc ionalis s andpoin , communica ion ac s as a s abilizing o ce
wi hin he amily, main aining sys emic ha mony. When bloodied,
dys unc ion a ises, leading o emo ional load. In disc epancy,
humanis ic psychology highligh s au hen ic communica ion as
essen ial o psychological g ow h and uncondi ional posi i e ega d,
pa icula ly in pa en ing. Based on he heo e ical ounda ions and
empi ical e idence p esen ed abo e, his s udy pu s o wa d he
ollowing cen al hypo hesis:
H1: Communica ion ba ie s be ween pa en s and adolescen s
app ecia i ely impac pa en al emo ional and cogni i e esponses
du ing he pe iod o psychological and physiological changes in
child en.
2.3.2Pa en al Wo k-Li e S ess
Pa en al Wo k-Li e S ess e e s o he psychological s ain and
emo ional bu den su e ed by pa en s as hey a emp o balance
p o essional esponsibili ies wi h pa en ing demands. I encompasses
pa con lic , ime p essu e, a igue, and emo ional i edness
pe o ming om he dual bu den o wo k and ca egi ing (Chung and
an de Lippe, 2020). Acco ding o Role Theo y, indi iduali ies
in ol ing mul iple places may expe ience in e - ole con lic when
p ospec s om one pa in ude wi h he ul illmen o ano he ,
leading o emo ional s ain and cogni i e load (Kahn e al., 1964).
This p oposi ion is cen al o unde s anding how ma e nal wo k
commi men s can in ude wi h emo ional a ailabili y and
esponsi eness du ing child en’s c i ical expe imen al ages.
In con empo a y p o i able and social landscapes, he in ensi ica ion
o wo k, labo p eca i y, and he no maliza ion o dual-ea ne homes
ha e inc eased he equency o wo k-li e s ess. The p o i able sense
o p oduc i i y equen ly unde alues ca egi ing, si ua ing pa en al
du ies as seconda y o wo k sco es. This is pa icula ly ue in
comme cial sys ems whe e wage labo is p io i ized o e o e due
domes ic liabili ies, equen ly placing wo king pa en s, especially
mo he s unde con i med s ess (Nomaguchi & Milkie, 2020).
Sociologically, neolibe al labo socie ies encou age long hou s and
“always-on” digi al a ailabili y, u he e oding bounda ies be ween
wo k and amily li e (Ho äcke & König, 2013). Empi ical
subs an ia ion sugges s ha high wo k-li e s ess among pa en s
co ela es wi h lowe ed pa en ing quali y, lowe emo ional
pe cep i i y, and lesse cogni i e ad ancemen , all o which
nega i ely a ec child en’s socioemo ional de elopmen (Viei a e
al., 2016).
When pa en al wo k-li e s ess is e ec i ely managed h ough
employe suppo , ime au onomy, and pa icipa ing pa en ing, which
i can lead o mo e emo ionally egula ed and cogni i ely
app ehensi e esponses du ing child en’s ce eb al and physiological
ansi ions. Reduced wo k s ess enables pa en s o be mo e p esen ,
e lec i e, and compassiona e owa d hei child’s equi emen s,
he e o e enhancing emo ional s abili y and beha io al
ans o ma ion. Schola s simila o Fe i e al. (2018) a gue ha wo k-
li e s ess has a s ong and di ec in luence on ma e nal emo ional
esponses, pa icula ly h ough he educ ion o cogni i e co e s and
emo ional acui y. Whe eas, o he s udies sugges ha he impac is
mode a ed by ac o s like co-pa en ing quali y, pa en al adap abili y,
o access o lexible wo k a angemen s (Chung & an de Lippe,
2020). F om a unc ionalis pe spec i e, he amily is a c ucial socie al
subsys em ha main ains socie al equilib ium. Wo k-li e con lic
h ea ens his equilib ium, c ea ing dys unc ion in he amily uni and
emo ional ins abili y. In con as , Ma xis p o i able p oposi ion
e iews how comme cial labo s uc u es aliena e indi iduali ies om
meaning ul social places, including pa en ing, he eby p oducing
emo ional s ain as a by-p oduc o sys emic inequali y.
Consequen ly, add essing pa en al wo k-li e s ess is no simply a
p i a e conce n bu a s uc u al challenge ha a ec s he emo ional
and cogni i e ab ic o pa en hood. Unde s anding his ela ionship is
essen ial in su oundings whe e child en a e wi nessing ce eb al and
physiological shi s ha demand heigh ened ma e nal ans o ma ion.
Based on he heo e ical and empi ical insigh s discussed o e , his
s udy p oposes he ollowing hypo hesis:
H2: Pa en al wo k-li e s ess posi i ely impac s pa en al emo ional
and cogni i e esponses du ing he pe iod o psychological and
physiological changes in child en.
2.3.3 Pe cei ed Loss o Con ol due o Adolescen Rebellion
Pe cei ed Loss o Con ol (PLOC) in pa en ing e e s o he p i a e
expe ience whe ein pa en s eel diminished au ho i y o in luence
o e hei adolescen child en's ac ions, pa icula ly du ing phases
ma ked by de iance o ebellion. This pe cep ion equen ly a ises
when adolescen s asse hei au onomy, challenging es ablished
domes ic scales and mo als. The phenomenon is especially salien
du ing adolescence, a de elopmen al s age cha ac e ized by a
heigh ened desi e o independence and iden i y explo a ion.
Psychological Reac ance Theo y posi s ha when indi iduals
pe cei e hei eedoms being h ea ened, hey' e mo i a ed o es o e
au onomy, equen ly h ough opposi ional ac ions (B ehm, 1966). In
he en i onmen o pa en -adolescen dynamics, his p oposi ion
elucida es how adolescen s' d i e o independence can lead o
pa en al passions o los con ol.
The socio-p o i able geog aphy has u he complica ed his dynamic.
Mode n socie al shi s, including inc eased dual-income homes and
he p oli e a ion o digi al communica ion, ha e educed di ec
pa en -child ela ions, po en ially agg a a ing passions o disposi ion
and loss o con ol among pa en s (Twenge & Campbell, 2009).
Mo eo e , a is ic na a i es emphasizing indi idualism may
encou age adolescen s o challenge ma e nal au ho i y mo e openly,
enhancing pa en al comp ehensions o ebellion. Empi ical s udies
ha e linked heigh ened PLOC wi h inc eased ma e nal s ess, anxie y,
and e en dep essi e symp oms, emphasizing i s impac on ma e nal
well-being (Ba be & Ha mon, 2002).
E ec i ely managing PLOC is i al o os e ing adap i e pa en al
emo ional and cogni i e esponses du ing hei child en's ce eb al and
physiological ansi ions. When pa en s pe cei e a loss o con ol,
hey may eso o maladap i e s a egies, simila as inc eased
ce eb al con ol o pullou , which can s ain he pa en -child
ela ionship and impede adolescen s' heal hy de elopmen (Soenens
& Vans eenkis e, 2010). Addi ionally, pa en s who admi hei
adolescen s' need o au onomy and adjus hei pa en ing s a egies
consequen ly end o main ain u he ha monious connec ions and
pa ade be e emo ional egula ion (G olnick & Pome an z, 2009).
This adap i e app oach no only bene i s he pa en -child ela ionship
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bu also suppo s adolescen s' de elopmen o one- egula ion and
decision-making chops.
Howe e , he impac o PLOC on ma e nal esponses is subjec o
deba e. Some schola s a gue ha PLOC signi ican ly unde mines
ma e nal e iciency, leading o heigh ened emo ional a lic ion and
comp omised decision- imbe (Ba be & Ha mon, 2002). O he s
con end ha he goods o PLOC a e mode a ed by ac o s simila as
ma e nal adap abili y, social suppo ne wo ks, and a is ic mo als
su ounding pa en hood and au onomy (Bo ns ein, 2013). F om a
philosophical iewpoin , exis en ialis pe spec i es emphasize he
signi icance o indi idual agency and he essen ial challenges o
na iga ing au onomy wi hin ela ional su ounds (F ankl, 2006).
Economically, he inc eased demands on pa en s' ime and co e s in
con empo a y socie y may limi hei capaci y o engage adap i ely
wi h adolescen ebellion, u he complica ing he expe ience o
PLOC. D awing om he heo e ical pe spec i es and empi ical
indings ou lined ea lie , his s udy ad ances he ollowing co e
hypo hesis:
H3: Pe cei ed loss o con ol due o adolescen ebellion
app ecia i ely impac s pa en al emo ional and cogni i e esponses
du ing he pe iod o psychological and physiological changes in
child en.
2.3.4 Co-pa en ing quali y
Co-pa en ing quali y e e s o he deg ee o coope a ion,
communica ion, mu ual suppo , and sha ed esponsibili y be ween
pa en s in aising hei child en. I encompasses aspec s such as join
decision-making, con lic esolu ion, and emo ional suppo ,
ega dless o he pa en s' ma i al s a us (Feinbe g, 2003). High-quali y
co-pa en ing is cha ac e ized by coo dina ed pa en ing e o s and
mu ual espec , which con ibu e o a s able and nu u ing
en i onmen o child en (McHale e al., 2004).
In he con ex o mode n socio-economic dynamics, co-pa en ing
quali y has gained p ominence due o inc easing a es o dual-income
households, di o ces, and non- adi ional amily s uc u es.
Economic p essu es, such as inancial s ain and demanding wo k
schedules, can nega i ely impac co-pa en ing quali y by educing he
ime and ene gy pa en s can de o e o collabo a i e pa en ing
(Schoppe-Sulli an e al., 2023). In addi ion, ac o s like wo k
sa is ac ion and communi y suppo ha e been linked o imp o ed co-
pa en ing ela ionships, sugges ing ha ex e nal socio-economic
condi ions play a signi ican ole in shaping co-pa en ing dynamics
(Feinbe g, 2003).
Co-pa en ing quali y se es as a c ucial mode a o in he ela ionship
be ween communica ion ba ie s and pa en al emo ional and
cogni i e esponses du ing child en's psychological and physiological
changes (Pan e al., 2024). E ec i e co-pa en ing can mi iga e he
nega i e e ec s o communica ion ba ie s by os e ing a suppo i e
en i onmen whe e pa en s can sha e conce ns, s a egize esponses,
and p o ide consis en guidance o hei adolescen s. This
collabo a i e app oach enhances pa en s' emo ional egula ion and
cogni i e lexibili y, enabling hem o espond mo e adap i ely o
hei child en's de elopmen al challenges (Feinbe g, 2003).
Howe e , he mode a ing ole o co-pa en ing quali y is subjec o
deba e. Some s udies sugges ha high-quali y co-pa en ing
signi ican ly bu e s he ad e se e ec s o communica ion ba ie s,
leading o be e pa en al ou comes (Feinbe g, 2003). O he s a gue
ha he mode a ing e ec is mo e nuanced, in luenced by ac o s such
as pa en al men al heal h, he child's empe amen , and he b oade
socio-cul u al con ex (Feinbe g, 2003). F om a philosophical
pe spec i e, exis en ialis heo ies emphasize indi idual agency and
he capaci y o sel -de e mina ion, sugges ing ha pa en s can choose
o engage in high-quali y co-pa en ing despi e ex e nal challenges.
Economically, esou ce-based heo ies highligh he impo ance o
access o suppo i e se ices and lexible wo k a angemen s in
acili a ing e ec i e co-pa en ing. In o med by he discussed
heo e ical amewo ks and empi ical da a, his esea ch a icula es
he ollowing p incipal hypo hesis:
H4: Co-pa en ing quali y mode a es he in luence o communica ion
ba ie s be ween pa en s and adolescen s on pa en al emo ional and
cogni i e esponses du ing he pe iod o psychological and
physiological changes in child en.
2.3.5Concep ual F amewo k
G ounded in obus heo e ical ounda ions, his s udy con ibu es o
schola ly discussions by in oducing he ollowing concep ual model:
Figu e 1: The Pape ’s Concep ual F amewo k
3. METHODOLOGY
To ensu e empi ical obus ness and con ex ual di e si y, his s udy
ook on an in en ional s a i ied sample app oach, as ening on pa en s
and ca egi e s wi h immedia e expe ience in managing adolescen
ce eb al and physiological ansi ions. The a ge popula ion was
o ganized in o ou c ucial g oups, each named g ounded on hei
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Page 19
ca egi ing liabili ies and applicabili y o he s udy objec s. These
included (1) mas e s who se e as p ima y ca egi e s o adolescen s
aged 11 – 18, esponsible o day- o-day emo ional egula ion and
beha io al ope a ion; (2) Fa he s o co-pa en ing gua dians who sha e
in pa icipa ed decision-making, emo ional suppo , and
communica ion wi h adolescen s; (3) Single pa en s, pa icula ly
hose managing double places in ca egi ing and employmen ,
equen ly unde psychosocial s ain; and (4) Dual-income ca egi e s,
gene ally balancing p o essional wo kloads wi h limi ed pa en ing
ime, he e o e equen ly passing ele a ed wo k- li e s ess and
pe cei ed ma e nal dissocia ion.
3.1 Pa icipan s
Pa icipan s we e needed o ha e a leas six mon hs o nons op
ca egi ing expe ience o an adolescen and be di ec ly in ol ed in
pa en hood disciplines simila as con lic esolu ion, emo ional
suppo , academy collabo a ion, and day- o-day supe ision. To
cap u e miscellaneous amily dynamics, posi ion was applied ac oss
gende , ca egi ing s uc u e (e.g., single s.co-pa en ing),
employmen s a us, and household p o i able ca ego ies.
The check was dis ibu ed ia online pla o ms, exe cising bo h public
and ansna ional pa en ing communi ies. In Vie nam, channels
included pa en hood g oups simila as “Cha mẹ đồng hành cùng con
uổi een”, academy com o ing ne wo ks, and educa ional Facebook
communi ies. Fo b oade ou each, he check link also pa icipa ed
in indigenous Sou heas Asian ne wo ks including Malaysia,
Indonesia, Thailand, and he Philippines — h ough o ums like
ASEAN Pa en ing Suppo Fo um, Ocean Family Wellness Ne wo k,
and academic webina s co-hos ed by ins i u ions such as
Chulalongko n Uni e si y and Uni e si i Malaya. Globally, he s udy
was ci cula ed wi hin diaspo a pa en hood communi ies and
ansna ional in e nal heal h suppo o ums (e.g., Pa en hood Teens
In e na ional, UNICEF Pa en ing Hub, and Resea chGa e g oups
as ening on adolescen de elopmen ).
3.2 P ocedu e and Measu es
The su ey ins umen employed a 5-poin Like scale, anging om
1 ("S ongly disag ee") o 5 ("S ongly ag ee"). F om 804 collec ed
esponses, 385 we e supposedly alid ollowing a s ic sc eening
p ocess ha checked o absolu eness, hickness, and au hen ici y.
This di e si ied eplie pool enabled a comp ehensi e analysis o how
communica ion walls, wo k-li e s ess, and pe cei ed loss o con ol
shape ma e nal emo ional and cogni i e esponses, wi h special
a en ion gi en o he mode a ing pa o co-pa en ing quali y ac oss
di e en a is ic and socio-p o i able su ounds.
4. RESULTS
4.1 Desc ip i e Analysis
S a is ics
PECR1
PECR2
PECR3
PECR4
N
Valid
385
385
385
385
Missing
0
0
0
0
Mean
4.65
4.17
4.39
4.71
Mode
5
4
4
5
S d. De ia ion
.725
.636
.895
.768
Table 1. Desc ip i e s a is ic o “pa en al emo ional and cogni i e
esponses” (Sou ce: The au ho s, 2025).
The mean o PECR1, a 4.65, indica es ha esponden s, on a e age,
s ongly ag ee ha hey o en eel emo ionally o e whelmed when
hei adolescen child exp esses de iance. The mode, epo ed as 5,
sugges s ha mos pa icipan s exp essed ag eemen wi h he
s a emen . The s anda d de ia ion o 0.725 indica es a mode a e le el
o esponse dispe sion, showing how igh ly he esponses a e
g ouped a ound he mean alue o 4.53. A compa able desc ip i e
analysis was ca ied ou o he o he sub- a iables, as p esen ed in
Table 1. Fu he mo e, he same s a is ical app oach was applied o
analyze he emaining a iables.
4.2 Reliabili y Analysis
Reliabili y S a is ics
C onbach's Alpha
N o I ems
.704
4
I em-To al S a is ics
Scale Mean i I em
Dele ed
Scale Va iance i I em
Dele ed
Co ec ed I em-To al
Co ela ion
C onbach's Alpha i I em
Dele ed
PECR1
8.655
8.060
.672
.693
PECR2
7.553
7.518
.611
.627
PECR3
7.776
7.929
.685
.700
PECR4
8.012
7.835
.632
.647
Table 2: Reliabili y analysis o “pa en al emo ional and cogni i e
esponses”. Sou ce: (The au ho s, 2025)
Whe e su ey i ems PECR1 h ough PECR4 ep esen he ou
ques ions designed o assess pa en al emo ional and cogni i e
esponses du ing he pe iod o psychological and physiological
changes in child en.
As p esen ed in Table 2, each i em wi hin he dependen a iable
exhibi ed an adjus ed i em- o al co ela ion o no less han 0.3. The
compu ed o e all C onbach’s alpha was 0.704, su passing he widely
accep ed minimum benchma k o 0.6 and exceeding he alpha alues
ha would ha e esul ed om omi ing any indi idual i em.
Fu he mo e, he C onbach’s alpha o each sub-i em emained abo e
i s co esponding adjus ed i em- o al co ela ion e en unde simula ed
i em emo al. Consequen ly, all i ems we e deemed eliable and
e ained o u he analysis. Compa able consis ency pa e ns we e
also ound ac oss he C onbach’s alpha sco es o he o he cons uc s.
4.3 Explo a o y Fac o Analysis (EFA)
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Page 20
Ro a ed Componen Ma ixa
Componen wi h loading ac o s
1
2
3
4
5
PECR1 .545
PECR2 .604
PECR3 .568
PECR4 .697
CB1 .524
CB2 .534
CB3 .633
CB4 .576
PWLS1 .578
PWLS2 .598
PWLS3 .639
PWLS4 .647
PLOC1 .589
PLOC2 .578
PLOC3 .689
PLOC4 .629
CPQ1 .524
CPQ2 .534
CPQ3 .633
CPQ4 .576
Ex ac ion Me hod: P incipal Componen Analysis.
Ro a ion Me hod: Va imax wi h Kaise No maliza ion.
a. Ro a ion con e ged in 8 i e a ions.
Table 3: Ro a ed Componen Ma ix. Sou ce: (The au ho s, 2025)
Whe e su ey i ems CB1 o CB4, PWLS1 o PWLS4, PLOC1 o
PLOC4, and CPQ1 o CPQ4 ep esen he i s ou ques ions
assessing he h ee independen a iables and he mode a o a iable
espec i ely.
As illus a ed in Table 3, he o a ed componen ma ix success ully
ca ego ized he 20 sub- a iables in o i e clea ly de ined componen s,
aligning wi h he dependen a iable, he h ee independen a iables,
and he mode a o . E e y i em demons a ed a ac o loading g ea e
han he accep ed h eshold o 0.5, indica ing s ong cons uc
alidi y. As a esul , all i ems we e e ained, wi h no elimina ions
made du ing he ac o analysis p ocess.
4.4 Mul iple Linea Reg ession Model
Model
Uns anda dized Coe icien s
S anda dized Coe icien s
Sig.
B
S d. E o
Be a
1
(Cons an )
6.557
.916
5.233
.000
CB
.563
.656
.580
3.515
.003
PWLS
.520
.618
.540
3.254
.021
PLOC
.557
.813
.580
3.739
.037
Table 4: Coe icien sa. Sou ce: (The au ho s, 2025)
a. Dependen Va iable: PECR
Whe e PECR mean o PECR1 o PECR4; PWLS: mean o PWLS1 o PWLS4;
PLOC: mean o PLOC1 o PLOC4; CPQ: mean o CPQ1 o CPQ4.
As shown in Table 4, he signi icance (Sig.) alues de i ed om he - es s a e .003, .021 and .037, each alling below he con en ional alpha
h eshold o 0.05. These indings con i m ha he independen a iables— communica ion ba ie s and pa en al wo k-li e s ains pe cei ed loss
o con ol—exe a s a is ically signi ican in luence on he dependen a iable, pa en al emo ional and cogni i e esponses du ing he pe iod o
psychological and physiological changes in child en. Acco dingly, all he i s h ee hypo heses ecei e empi ical suppo .
4.5. Mode a o Analysis
Model : 1
Y : PECR
X : CB
W : CPQ
Sample Size: 385
**************************************************************************
OUTCOME VARIABLE:
PECR
Model Summa y
R
R-sq
MSE
F
dl1
dl2
p
.652
.639
.978
5.630
3.000
381.000
.000
Model
coe
se
p
LLCI
ULCI
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Page 21
cons an
7.252
.727
57.059
.000
6.028
6.015
CB
.630
.713
4.951
.000
.586
.575
CPQ
.614
.633
4.532
.000
.579
.568
In _1
.460
.835
4.147
.000
.548
.532
Whe e CPQ: mean o CPQ1 o CPQ4
Table 5: Resul s analysis o “co-pa en ing quali y”. Sou ce: (The
au ho s, 2025)
As indica ed in Table 5, he p- alue o he in e ac ion e m (In _1) is
0.000, which alls well below he commonly accep ed signi icance
le el o 0.05. This esul demons a es a s a is ically signi ican
in e ac ion be ween co-pa en ing quali y and communica ion ba ie s
in in luencing pa en al emo ional and cogni i e esponses. The
in e ac ion coe icien o 0.46 implies ha heigh ened le els o co-
pa en ing quali y enhance he posi i e e ec o communica ion
ba ie s on pa en al emo ional and cogni i e esponses du ing he
pe iod o psychological and physiological changes in child en.
The e o e, hypo hesis H4 is con i med.
5. DISCUSSION
5.1 Summa y Resul
Pe cei ed loss o con ol, pa en al wo k-li e s ains, communica ion
ba ie s be ween pa en s and adolescen s ha e coe icien s o 0.58,
0.54, 0.68 espec i ely on pa en al emo ional and cogni i e esponses
du ing he pe iod o psychological and physiological changes in
child en. Also, co-pa en ing quali y mode a e he ela ionship
be ween communica ion ba ie s o pa en al emo ional and cogni i e
esponses du ing he pe iod o psychological and physiological
changes in child en wi h coe icien s o 0.46
5.2 Theo e ical Implica ions
The indings explosi ely suppo he p oposi ion ha communica ion
ba ie s signi ican ly heigh en pa en al emo ional and cogni i e
dis ess du ing adolescen ansi ions (β = 0.68). This aligns wi h
Kape ano ic e al. (2019), who emphasize he di ec e ec s o
disin eg a ed dialogue on emale s ess, and Ro hbaum e al. (2002),
who highligh sys emic b eakdowns om disabled communica ion.
Ne e heless, he s udy challenges F eed e al. (2016), who sugges
ha communica ion’s impac is gene ally indi ec o mode a ed by co-
pa en ing o emo ional in elligence. The da a he e con adic s ha
pa ial iew, showing communica ion ba ie s as a s andalone
p edic o . While Family Sys ems Theo y unde sco es ela ional
in e dependence (Cox & Paley, 1997), ou esul s indica e ha e en
in he absence o co-pa en ing bu e s, poo communica ion alone
exace ba es cogni i e load. The e o e, his s udy mo es beyond
pa ial mode a ion models and a i ms a s onge c ea i e pa hway.
This s udy con i ms he heo e ical p emise ha ma e nal wo k- li e
s ess signi ican ly a ec s emo ional and cogni i e esponses (β =
0.54), ha monious wi h Fe i e al. (2018) and Viei a e al. (2016),
who a gue o i s di ec cogni i e and emo ional was e. While Chung
& an de Lippe (2020) posi ha lexible s uc u es and ex e nal
suppo s mode a e his ela ionship, ou indings sugges o he indeed
employed pa en s wi h s uc u al suppo epo ed high emo ional
dys egula ion. This challenges he accep abili y o ins i u ional
bu e s and s eng hens he posi ion o Role Theo y (Kahn e al.,
1964), which emphasizes in e nal s ain o e ex e nal policy
sca olding. Con a y o Ma xis in e p e a ions ha ame emo ional
s ain as s uc u ally assessed (Nomaguchi & Milkie, 2020), ou da a
sugges ha pa icula pe cep ion o imbalance is no jus s uc u al
exploi a ion.
The da a subs an ia e ha pe cei ed loss o con ol (PLOC) due o
adolescen ebellion signi ican ly heigh ens pa en al emo ional and
cogni i e dys egula ion (β = 0.58), ein o cing asse ions by Ba be
& Ha mon (2002) and Soenens & Vans eenkis e (2010) on pa en al
psychological s ain. Howe e , he s udy di e ges om Bo ns ein
(2013), who downplays PLOC’s di ec goods by aming i as
cul u ally and socially mode a ed. The s ong p edic i e alue hen
indica es ha e en in di e en socioeconomic and a is ic
su oundings, he subjec i e pe cep ion o ebellion o e ides he
ex e nal en i onmen . This con adic s exis en ialis a chi ec u es by
F ankl (2006), which sugges ma e nal agency can neu alize loss o
con ol. Ou indings show ha agency is equen ly lowe ed unde
expe imen al s ess. Hence, T ansac ional S ess p oposi ion (Laza us
& Folkman, 1984) p o es u he empi ically p edica ed hen, as
p i a e app aisals domina e o e philosophical oli ion.
The esul s demons a e ha co-pa en ing quali y signi ican ly
mode a es he ela ionship be ween communica ion ba ie s and
pa en al emo ional/cogni i e esponses (β = 0.46), suppo ing
Feinbe g (2003) and McHale e al. (2004), who p opose a bu e ing
medium h ough pa icipa ing pa en hood esponsibili y. Howe e ,
his comple ely challenges he nuance p oposed by Schoppe-Sulli an
e al. (2023), who asse ha in e nal heal h and socio-a is ic
dynamics can s amp co-pa en ing bene i s. Ou indings show ha
indeed in high- s ess homes, coo dina ed co-pa en ing imp o es
emo ional egula ion, sugges ing b oade c oss-con ex ual
e ec i eness. While exis en ialis p oponen s (F ankl, 2006) a gue
ha co-pa en ing quali y is a unc ion o indi idual agency, he esul s
a o Family Sys ems Theo y (Bowen, 1993), which sees ela ional
ha mony as s uc u ally impe a i e a he han collec i ely conscious.
The e o e, his s udy ein o ces sys emic o e agen ic models o
emo ional adap abili y.
5.3 P ac ical Implica ions
This s udy o e s se e al ac ionable implica ions o amily
com o ing, educa ion, and wo k- li e policy. Fi s , he s ong impac
o communica ion ba ie s on ma e nal emo ional and cogni i e
dys egula ion (β = 0.68) highligh s he need o in e en ions ha
p omo e emo ion- concen a ed communica ion aining o pa en s.
P og ams ha inco po a e cogni i e-emo ional coaching
(Kape ano ic e al., 2019) may help pa en s in e p e adolescen cues
mo e e ec i ely, minimizing emo ional o e eac ions. Second, he
signi ican e ec o wo k-li e s ess (β = 0.54) unde sco es he
necessi y o ins i u ional e o ms in amily- iendly wo kplace
p og ams. As Fe i e al. (2018) sugges , o ganiza ional p o isions
such as lexible scheduling, wo kload adap a ions, and psychological
suppo se ices a e i al o pe ec ing ma e nal well- being. Thi d,
he con i med in luence o pe cei ed loss o con ol (PLOC) (β =
0.58) implies ha ce eb al in e en ions should add ess pa en s’
in e nalized belie s abou au ho i y loss. Ma e nal adap abili y
aining, oo ed in T ansac ional Coping Theo y (Laza us & Folkman,
1984), can equip ca egi e s wi h app aisal- based ways o manage
adolescen de iance wi h calmness and pe spec i e. E en ually, since
co-pa en ing quali y mode a es he communica ion emo ion link (β =
0.46), s uc u ed co-pa en ing educa ion shops could enhance
This wo k is licensed unde a C ea i e Commons A ibu ion-NonComme cial 4.0 In e na ional License.
DOI: 10.5281/zenodo.17322595
Page 22
pa icipa ion liabili ies and hickness in pa en hood s yles (Feinbe g,
2003). These should be embedded in o communi y pa en hood
p og ams and academy com o ing classes.
Impo an ly, hese in e en ions should be en i onmen -sensi i e and
inclusi e o di e en amily o ms: single pa en s, blended homes,
and dual-ea ne amilies. Digi al ools, simila o AI-guided
communica ion guiding apps and emo e-access pa en hood
pla o ms, may help scale hese esul s o wide access in Sou heas
Asia and beyond.
5.4 Limi a ions
While his s udy ad ances pa en al s ess li e a u e, se e al limi a ions
emain. Fi s , he eliance on one- epo ed Like - scale esponses
may in oduce social ad isabili y bias, limi ing neu ali y. Second,
al hough geog aphically di e en , he sample is s ill concen a ed in
Sou heas Asia and may no e lec Wes e n pa en ing s anda ds o
ins i u ional s uc u es. Thi d, co-pa en ing quali y was measu ed as a
unidimensional p olocu o , po en ially unde ep esen ing o he
in luen ial ela ional dynamics such as emo ional in elligence o
p omised con lic . Finally, he c oss-sec ional design hough
longi udinally in o med in p oposi ion, es ic s unp oduc i e
in e p e a ion.
5.5 Fu u e Di ec ion o Resea ch
Fu u e explo a ion should employ longi udinal mixed- sys em designs
o explo e empo al dynamics o pa en al emo ional egula ion and
adolescen de elopmen . A mul i-in o man app oach including
adolescen pe spec i es could iangula e ma e nal one- epo s o
alidi y. Mo eo e , expe imen al in e en ion s udies a e demanded
o es he unp oduc i e e icacy o communica ion aining, lexible
wo k p og ams, and co-pa en ing educa ion. ela i e s udies ac oss
a is ic egions (e.g., collec i is s. indi idualis socie ies) would
u he upg ade heo e ical gene alizabili y. In addi ion, unbo n wo k
should in eg a e psychophysiological s ess labels (e.g., co isol, hea
a e a iabili y) o objec i ely assess emo ional esponses unde
a ying deg ees o wo k- li e s ess, PLOC, and co-pa en ing suppo ,
which deepening he in e disciplina y g ound be ween expe imen al
psychology, beha io al wisdom, and amily policy.
6. CONCLUSION
This s udy e eals ha pa en al emo ional and cogni i e esponses
du ing adolescen ce eb al ansi ions a e signi ican ly shaped by
communica ion ba ie s, wo k-li e s ess, and pe cei ed loss o
con ol, ac o s ampli ied o gen led by co-pa en ing quali y. The
indings empi ically suppo Family Sys ems Theo y and he
T ansac ional Model o S ess, p essing how in e nal app aisals and
ela ional dynamics c oss. These pe cep i i y ad oca e o a ge ed
pa en ing in e en ions, policy-posi ion wo k e o ms, and co-
pa en ing suppo sys ems. As adolescen beha io al ola ili y
con inues o challenge adi ional ma e nal places, enhancing
emo ional communica ion, adap abili y, and pa icipa ed
esponsibili y becomes c i ical. E en ually, his s udy ad ances a
sys emic and subs an ia ion- g ounded ame o suppo pa en al
in e nal well- being ac oss changing amily s uc u es and socio-
a is ic geog aphies.
APPENDIX A: Su ey
No.
Va iables
Coded Sub- a iables
Con en
1.
Pa en al Emo ional and
Cogni i e Responses (PECR)
PECR1
I o en eel emo ionally o e whelmed when my adolescen child
exp esses de iance.
(Lippold e al., 2016)
PECR2
I equen ly expe ience anxie y o guil when esponding o my
child’s emo ional ou bu s s.
(Dix, 1991; Williams and Pa a, 2019)
PECR3
I ind i di icul o in e p e he unde lying easons behind my
adolescen ’s beha io .
(Bugen al and Johns on, 2000)
PECR4
I e alua e my pa en ing s a egies based on how well I main ain
emo ional s abili y a home.
(Pa sons, 2013; Mo is e al., 2007)
2.
Communica ion Ba ie s
be ween Pa en s and
Adolescen s (CB)
CB1
I o en eel ha my adolescen child misunde s ands my in en ions
when we communica e.
(Dal on e al., 2019; F eed e al., 2016)
CB2
Communica ion wi h my adolescen child ends o b eak down du ing
emo ionally cha ged momen s.
(Kape ano ic e al., 2019)
CB3
I ind i ha d o main ain open dialogue wi h my child due o
gene a ional o emo ional gaps.
(Gao e al., 2024)
CB4
Emo ional dis ance equen ly in e e es wi h meaning ul
con e sa ions be ween me and my child.
(Ro hbaum e al., 2002; F eed e al., 2016)
3.
Pa en al Wo k-Li e S ess
(PWLS)
PWLS1
My wo k commi men s lea e me emo ionally d ained, a ec ing my
pa en ing.
(Chung and an de Lippe, 2020)
PWLS2
I s uggle o balance wo k and pa en ing demands on a daily basis.
(Nomaguchi and Milkie, 2020)
PWLS3
My job limi s he quali y ime I can spend in emo ionally suppo ing
