Logical Consequences
Toward an Integrative Theoretical Framework
Bibliographic Data
| ID | 12927376 |
|---|---|
| Authors | Gabrielle Gagnon (0009-0005-6163-3674, Université de Montréal, corresponding author), Jean-Michel Robichaud (0000-0002-4140-0014, Université de Moncton), Geneviève A Mageau (0000-0002-5723-6554, Université de Montréal, corresponding author) |
| Year | 2026 |
| Publication date | 2026-03-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Family Theory & Review (JOURNAL) |
| Journal identifiers | ISSN: 1756-2570 • E-ISSN: 1756-2589 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jftr.70049 |
| OpenAlex | W7140193107 |
| Language | EN |
| References cited | 52 |
We offer an integrative definition of the parental construct of logical consequences (LC), with the aim of stimulating research on their role in child socialization. Based on an exhaustive review of theoretical and empirical literature, we propose that LC are non‐need‐thwarting (i.e., ranging from need‐neutral to need‐supportive) parental constraints that address problems created by children's transgressions. Embedded in problem solving, they are hypothesized to promote child compliance and internalization of rules simultaneously, thereby fostering responsibility and social integration. Empirical evidence regarding LC is still nascent, as past research has often conflated LC with other parental interventions. To increase conceptual clarity, we present historical background on LC followed by an integrative definition. Next, we provide an overview of the emerging empirical evidence supporting the use of LC, emphasizing their role in fostering child socialization. Then, we distinguish LC from other well‐known disciplinary interventions, including mild punishments and reasoning. We conclude with potential avenues for future research
Compliance (psychology · Conflation · Construct (python library · Discipline · Empirical evidence · Empirical research · Child Abuse and Trauma · Child and Adolescent Psychosocial and Emotional Development · Child and Animal Learning Development
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| Highly cited | No |
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