Intergenerational continuity in parenting behavior: Mediating pathways and child effects.

This prospective, longitudinal investigation examined mechanisms proposed to explain continuities in parenting behavior across 2 generations (G1, G2). Data came from 187 G2 adults, their mothers (G1), and their children (G3). Prospective information regarding G2 was collected both during adolescence and early adulthood. G1 data were collected during G2’s adolescence, and G3 data were generated during the preschool years. Assessments included both observational and self-report measures. The results indicated a direct relationship between G1 and G2 harsh parenting, and between G1 and G2 positive parenting. As predicted, specific mediators accounted for intergenerational continuity in particular types of parenting behavior. G2 externalizing behavior mediated the relationship between G1 and G2 harsh parenting, whereas G2 academic attainment mediated the relationship between G1 and G2 positive parenting. In addition, the hypothesized mediating pathways remained statistically significant after taking into account possible G2 effects on G1 parenting and G3 effects on G2 parenting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The intergenerational continuity of observed early parenting: A prospective, longitudinal study.

The authors report the results from a prospective, longitudinal study of cross-generational parenting quality in a lower socioeconomic status sample of moderate ethnic diversity (N = 61). The study extends previous research on intergenerational continuity of parenting in several significant ways: (a) Assessments in both generations were based on direct observation, (b) assessments were made at the same age (24 months) in both generations, (c) there were controls for later parenting in the first generation, and (d) there were controls for critical background factors (stress, socioeconomic status, child and parent IQ). An observed parenting-quality composite showed moderate stability (r = .43) across generations, and findings held after controlling for all other factors. A possible special role for early parenting experience and the extensive research needed to demonstrate it are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The intergenerational transmission of parenting: Introduction to the special section.

Long-standing interest in the intergenerational transmission of parenting has stimulated work focused on child maltreatment, harsh parenting, and warm–supportive rearing. In addition to documenting significant, even if modest, continuity in parenting across generations, research in this area has addressed questions of mediation and moderation. This special section extends work in this general area, with 2 studies further chronicling intergenerational transmission and 3 further illuminating mechanisms through which parenting in 1 generation is repeated in a subsequent generation. Lacking, however, is high-quality work highlighting the conditions under which parenting is not transmitted across generations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Intergenerational Transmission of Perfectionism: Parents' Psychological Control as an Intervening Variable.

The present study investigated the role of parental (adaptive and maladaptive) intrapersonal perfectionism as a predictor of parental psychological control and the role of parents' psychological control in the intergenerational transmission of perfectionism in a sample of female late adolescents and their parents. First, parental maladaptive perfectionism, but not parental adaptive perfectionism, significantly predicted parents' psychological control even when controlling for parents' neuroticism. This relationship was found to be stronger for fathers than for mothers. Second, a significant direct relationship was found between mothers' and daughters' maladaptive perfectionism but not between fathers' and daughters' maladaptive perfectionism. Third, process analyses showed that, for both mothers and fathers, psychological control is an intervening variable in the relationship between parents' and daughters' maladaptive perfectionism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of social reinforcement following social and sensory deprivation.

Prior to the presentation of a simple operant task, 72 boys and girls of CA 5-7 were placed in 1 of 3 deprivation conditions: (a) social and sensory, (b) social, (c) nondeprivation. The conditions differed according to the presence or absence of E and the presence or absence of interesting visual stimulation (viewing a colored, abstract film). During the 7 minutes of the experimental task Ss were socially reinforced by supportive comments twice each minute after the 1st, base-line minute. In the analysis of changes in performance following the 1st minute, significant effects were found for (a) deprivation condition (C), (b) sex of S (S), (c) age of S (A), (d) minutes (M) X S X C, and (e) M X C X A. It was concluded that isolation has differential effects on performance as a function of age and sex of S, and that the effects of isolation were related more to the sensory components of the situation than to the social components. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The intergenerational transmission of parenting: Closing comments for the special section.

The 5 studies in this special section both confirm prior findings regarding the intergenerational transmission of parenting and provide important new evidence regarding the intergenerational transmission of positive parenting and the developmental mediators that seem involved in that transmission. Consistent with earlier research, the findings suggest that harsh parenting in the 1st generation (G1) predicts similar behavior in the 2nd generation (G2) primarily through the exacerbation of G2 conduct problems. In contrast, replicated findings in this set of articles indicate that intergenerational continuities in positive parenting likely stem from the social and academic competencies such parenting engenders in the next generation. In addition, these 5 studies demonstrate that the evidence for intergenerational continuity in parenting is robust across diverse study samples, different types of measurement, different lengths of time, and after the introduction of a variety of control variables. Important next steps in this area of inquiry should include the study of moderator variables that will explain discontinuities as well as continuities in G1 and G2 parenting. Also important will be research on genetic and epigenetic processes that contribute to similarities and dissimilarities in parenting across generations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pretreatment social relations, therapeutic alliance, and improvements in parenting practices in parent management training.

The authors examined the parent-therapist alliance in parent management training for children (N = 218; 53 girls and 165 boys, ages 2-14) referred clinically for oppositional, aggressive, and antisocial behavior. The interrelations of pretreatment parent social relationships, the parent-therapist alliance over the course of treatment, and improvements in parenting practices at the end of treatment were evaluated by different raters. As expected, the better the quality of the parent-therapist alliance, the greater the improvements in parenting practices by the end of treatment. Social relations of the parents prior to treatment were associated with the parent-therapist alliance during treatment and parental improvements at the end of treatment. The relation between the therapeutic alliance and improvement in parenting practices was partially explained by pretreatment parent social relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When you and I are "we," you are not threatening: The role of self-expansion in social comparison.

Many theories of self-evaluation emphasize the power of social comparison. Simply put, an individual is thought to gain esteem whenever she or he outperforms others and to lose esteem when he or she is outperformed. The current research explored interdependent self-construal as a moderator of these effects. Two studies used a priming task to manipulate the level of self-construal and investigate effects of social comparison in dyadic (Study 1) and group situations (Study 2). Both studies demonstrated that when the target for comparison is construed as part of the self, his or her successes become cause for celebration rather than costs to esteem. Additionally, gender differences in chronic relational and collective self-construals moderated the patterns of social comparison in a form similar to that of priming relational and collective self-construals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of emotion-related regulation to children's social competence: A longitudinal study.

The differential relations of children's emotion-related regulation (i.e., effortful control and impulsivity) to their personality resiliency, adult-rated popularity, and social competence were examined in children who were 4.5-7.9 years old and who were remeasured 2 years later. Parents and teachers reported on all constructs, and children's attentional persistence was observed. Structural equation modeling was used to test the mediating role of resiliency on the relations between regulation/control and popularity using two-wave longitudinal data. The results provide some evidence of the mediating role of resiliency in the relations between effortful control and popularity, provide some evidence of bidirectional effects, and also buttress the view that emotional regulation should be differentiated into effortful and reactive forms of control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The child's perception of the parent.

"Interviews were held with 217 children of both sexes whose ages ranged from 6-0 to 10-2. Their answers to questions related to their perception of their parents were obtained. Both girls and boys stated that fathers were less friendly and more dominant, punitive, and threatening than mothers. There was, however, a consistent tendency for the older children to be more likely than the younger children to view the parent of the same sex as more dominant and punitive. It was suggested that differential handling of boys and girls might partially account for this latter finding." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in social preferences among Taiwanese and mainland Chinese: The role of perceived time.

Socioemotional selectivity theory holds that as people recognize the inevitable constraint of time imposed by mortality, their social goals change, motivating them to limit social contacts to those with whom they are emotionally close. This theory was tested among Taiwanese and Mainland Chinese. As predicted, results showed that older adults (aged 60–90 years) in both cultures were more likely than younger adults (aged 18–30 years) to prefer familiar social partners who were most likely to provide emotionally close social interactions. Mainland Chinese, who as a group have shorter actuarial life expectancy, were more likely to prefer familiar social partners than were Taiwanese. These age and cultural differences were eliminated when differences in perceived time were statistically controlled for. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of mothers' perceptions of children's competence: The moderating role of mothers' theories of competence.

There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers, children's academic functioning (i.e., grades, perceptions of competence, attributions for performance, and mastery orientation) and affective functioning (i.e., self-esteem and depressive symptoms) were examined. Among mothers with relatively high entity theories, their perceptions acted as self-fulfilling prophecies foreshadowing children's academic and affective functioning over time. However, among mothers with relatively low entity theories, mothers' perceptions did not predict children's academic and affective functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social support and the quality of parenting under economic pressure and workload in Finland: The role of family structure and parental gender.

This study focused on how factors outside the home affect the quality of mothering and fathering. Economic pressure and workload were evaluated along with the compensating role of social support on parenting. Information was gathered from 842 mothers and 573 fathers including 139 single-mother and 21 single-father families. The results showed that the nature of the strains, together with parental gender and family structure, influenced their effects on parenting. The results further revealed some gender- and strain-specific protective functions of social support on parenting. For example, economic pressure was related to increased punitive parenting, which was compensated by instrumental and emotional support among the mothers. Workload was related to less authoritative single fathering, which was compensated by instrumental support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence.

The present study used an ecological framework to examine the relationships among adolescents’ perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using structural equation modeling to investigate the hypothesized mediating effect of social competence and to account for measurement error. The sample included 1,042 participating students from 23 middle schools. Results showed that school mastery goal structure, promotion of autonomy and discussion, and teacher emotional support were negatively related to the levels of adolescents’ deviant behaviors and depression, while performance goal structure was positively related to deviant behaviors and depression. Social competence was a mediator between perceived school climate variables and adolescent adjustment, with the exception of the relationship between mastery goal structure and adjustment variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trajectories of social withdrawal from grades 1 to 6: Prediction from early parenting, attachment, and temperament.

From 1,092 children in the NICHD Study of Early Child Care and Youth Development, the authors identified 3 trajectory patterns of social withdrawal from teacher reports in Grades 1-6: a normative consistently low group (86%), a decreasing group (5%) with initially high withdrawal that decreased, and an increasing group (9%) with initially low withdrawal that increased. Prediction models supported the role of early dysregulated temperament, insensitive parenting, and attachment. Preschool shy temperament was a specific pathway to decreasing withdrawal, and poor inhibitory control was a specific pathway to increasing withdrawal. Children on the increasing pathway were more lonely, solitary, and were excluded by peers. Results suggest differentiated pathways to varying trajectories of social withdrawal and highlight the importance of identification of longitudinal patterns in relation to risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Positive and negative emotionality: Trajectories across six years and relations with social competence.

The goals of the present study were to examine (1) the mean-level stability and differential stability of children's positive emotional intensity, negative emotional intensity, expressivity, and social competence from early elementary school-aged to early adolescence, and (2) the associations between the trajectories of children's emotionality and social functioning. Using four waves of longitudinal data (with assessments 2 years apart), parents and teachers of children (199 kindergarten through third grade children at the first assessment) rated children's emotion-related responding and social competence. For all constructs, there was evidence of mean-level decline with age and stability in individual differences in rank ordering. Based on age-centered growth-to-growth curve analyses, the results indicated that children who had a higher initial status on positive emotional intensity, negative emotional intensity, and expressivity had a steeper decline in their social skills across time. These findings provide insight into the stability and association of emotion-related constructs to social competence across the elementary and middle school years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of mothers' and fathers' adrenocortical reactivity in spillover between interparental conflict and parenting practices.

Guided by the affective spillover hypothesis, the present study examined the mediational role of parental adrenocortical reactivity to interparental conflict in explaining associations between interparental conflict and subsequent changes in mothers' and fathers' parenting practices over a 2-year period in a sample of 202 parents and their 6-year-old children. Results of autoregressive path models indicated that marital withdrawal was associated with increases in adrenocortical reactivity to conflict for mothers but not fathers. Furthermore, elevated adrenocortical reactivity in turn predicted greater psychologically controlling parenting practices and inconsistent discipline over time for mothers, but was not associated with changes in maternal warmth. Implications for clinicians and therapists working with maritally distressed parents and families are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The roles of respect for parental authority and parenting practices in parent-child conflict among African American, Latino, and European American families.

In this study, the authors examined whether parent-child conflict during the middle childhood years varied among families characterized as having different cultural traditions regarding issues of respect for parental authority and parenting practices. The sample included 133 African American, European American, and Latina girls (M age = 8.41 years) and their mothers. African American and Latina girls showed significantly more respect for parental authority than did European American girls. Furthermore, African American and Latina mothers reported significantly more intense arguments when respect was low than did European American mothers. Higher levels of discipline and better communication by mothers were both associated with reports of lower frequency of conflict; ethnicity did not moderate this association. Thus, respect for authority was most salient to group differences in conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social competence of Latino kindergartners and growth in mathematical understanding.

We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory, this paper shows children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom. Latino socialization in the home may yield social competencies that teachers value rather than reflect “risk factors” that constrain children's school readiness. We draw on the Early Childhood Longitudinal Study, kindergarten cohort (N = 19,590) to detail 5 social competencies at entry to school—self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors—and to examine variability among Latino subgroups. We then test the extent to which baseline variation in social competence accounts for children's cognitive growth during the kindergarten year. We find that Latino children from poor, but not middle-class, families display weaker social competencies vis-à-vis White children (all relationships p ≤ .05). Social competence levels contribute to Latino children's cognitive growth, which is shaped most strongly by positive approaches to learning. The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The efficacy of an online cognitive-behavioral family intervention in improving child behavior and social competence following pediatric brain injury.

Objective: To examine whether an online cognitive-behavioral intervention could improve child adjustment following traumatic brain injury (TBI). Participants: Thirty-nine families of children with moderate to severe TBI. Intervention: Families were randomly assigned to the online family problem-solving (FPS) group or to the Internet resources comparison (IRC) group. Main Outcome Measures: Outcomes included child behavior problems, social competence, and self-management/compliance. Results: The FPS group reported better child self-management/compliance at follow-up than did the IRC group. The child's age and socioeconomic status (SES) moderated treatment effects, with older children and those of lower SES who received FPS showing greater improvements in self-management and behavior problems, respectively. Conclusions: Findings suggest that an online cognitive- behavioral approach can improve child adjustment after TBI, particularly in older children and children of lower SES. (PsycINFO Database Record (c) 2010 APA, all rights reserved)