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

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_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.