Lea Waters, Marco Weber, Sholpan Alimova, Andrea Amado, Choy Qing Cham, Wei-Wen Chen, Ana Paula Durán, Rafael Gargurevich, Lyudmila Gitikhmayeva, Soi Kei Ho, Norhayati Ibrahim, Clarisse Roswini Kalaman, Ayat Abu Kheit, Linda Huld Loftsdóttir, Daniel Loton, Pamela Nuñez del Prado, Yalçın Özdemir, Tammie Ronen Rosenbaum, Marina Ryabova, Ali Serdar Sağkal, Adil Samekin, Yan-Li Siaw, Ching Sin Siau, Liliya Sultanova, Agnes Maria Sumargi, Sara Tosti, Amira Najiha Yahya, Claudia Zavala
This study examined strength-based parenting scores rated by a large youth sample (N = 2,449; M = 15.03 years ± 2.94; 55.7% female; 44.3% male) collected from 9 countries classified as collectivistic (Indonesia, Israel [Arab citizens], Kazakhstan, Macau, Peru, Turkey, and Uzbekistan) or individualistic (Australia and Germany). Psychometric evaluation of the Strength-Based Parenting Questionnaire (SBPQ) showed factorial validity, strong internal consistency, and strong test re-test reliability. Strict measurement invariance was found between the two cultural groupings and across the seven language versions of the SBPQ, providing confidence that the SBPQ is a tool that can be used in cross-cultural research. Youth from individualistic countries perceived parents to have higher knowledge of their strengths; however, Cohen’s d of 0.13 indicated that the difference was very low. There was no significant difference on ratings of parents encouraging them to use their strengths. Overall, the findings suggest that youth perceptions about strength-based parenting may be more common, than different, across the two cultural categories. By establishing the psychometric robustness of the SBPQ in collectivistic and individualistic youth samples, this study has opened the door for increased cross-cultural research into the antecedents, moderators, and outcomes of strength-based parenting. © The Author(s) 2025.
Centre for Wellbeing Science, The University of Melbourne, Melbourne, Australia; Department of Psychology, Faculty of Human Sciences, Medical School Hamburg, Hamburg, Germany; Pavlodar Pedagogical University, Pavlodar, Kazakhstan; Department of Psychology, Pontificia Universidad Católica del Perú, Lima, Peru; Centre for Healthy Ageing and Wellness (H-CARE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Bangi, Malaysia; Faculty of Education, University of Macau, Taipa, Macao; L.N. Gumilyov Eurasian National University, Astana, Kazakhstan; Institute of Islam Hadhari, Universiti Kebangsaan Malaysia, Bangi, Malaysia; Faculty of Social Sciences, Tel Aviv University, Tel Aviv, Israel; University of Iceland, Reykjavik, Iceland; Aydın Adnan Menderes University, Aydın, Turkey; Renata Adler Memorial Research Center for Child Welfare and Protection, Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv, Israel; Lomonosov Moscow State University, Branch in Tashkent, Tashkent, Uzbekistan; M. Narikbayev KAZGUU University, Astana, Kazakhstan; Department of Educational Psychology and Counselling, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia; Faculty of Health Sciences, Universiti Kebangsaan, Bangi, Malaysia; Widya Mandala Surabaya Catholic University, East Java, Indonesia; Teachers College, Columbia University, New York, United States