Mothers' supervision of their children's peer play: Relations with beliefs, perceptions, and knowledge.

Mothers (N?=?76) of 3- to 5-year-old children completed questionnaires assessing beliefs in the importance and modifiability (vs. innateness) of children's peer relationship skills, perceptions of their children's social competence with peers, and strategies they would use in response to children's peer interaction problems. A subsample of mothers (n?=?34) was observed supervising the play of their own children and a peer. Maternal perceptions of children's competence were negatively associated with the extent of mothers' involvement in children's play, whereas the quality of supervision was predicted by knowledge of socialization strategies and the interaction of beliefs and knowledge. Beliefs appeared to moderate the effects of maternal knowledge on mothers' behavior in that knowledge was associated with the quality of supervision only when mothers believed social skills were important and modifiable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work, parenting, and the socialization of children.

Examined how adults' investments in work and parenting impinge on socialization practices and perceptions of children's behavior. One hundred ninety-four employed mothers and 104 employed fathers, each with an employed spouse and a 3- to 4-year-old child, completed questionnaires about work and parenting, socialization practices, and perceptions of their children's behavior. Among the findings of particular interest: (a) Parental investment was a stronger predictor of fathers' and mothers' demands for mature behavior than was work investment; (b) women with high commitments to both work and parenting were more likely than others to engage in authoritative parenting; (c) parenting styles were related to mothers' ratings of their children's behavior; and (d) differences in involvement in parenting were associated with differences in how favorably fathers and mothers described their children. Taken together, the results suggest that men's and women's degree of investment in parenting is more consequential for their socialization practices and views of their children than is their degree of investment in work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.

Growth modeling was used to examine the relation of early parenting behaviors (averaged across 6 and 12 months) with rates of change in children's cognitive-language and social response and initiating skills assessed at 6, 12, 24, and 40 months. Groups of full-term (n?=?112) and very low birth weight children, divided into medically low (n?=?114) and high risk (HR; n?=?73), were included to evaluate whether children who vary in their rate of development are influenced in different ways by early parenting styles. Parenting behaviors that were sensitive to children's focus of interest and did not highly control or restrict their behaviors predicted greater increases and faster rates of cognitive-language and social development, with relations stronger for the HR versus the other two groups. These maternal behaviors may provide the support all infants need to establish an optimal early foundation for later development and the specific support HR children need to learn in spite of early attentional and organizational problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The socialization of emotional expression: Relations with prosocial behaviour and competence in five samples.

To replicate and extend the findings of W. Roberts and J. Strayer (1987), this paper reports on 5 studies that investigated parents' responses to the emotional distress of their children (emotional socialization) in relation to children's prosocial behaviour and ego resilience in preschool. Meta-analytic techniques were used to combine results across samples (3 from Ontario and 2 from British Columbia). In all, 150 families participated; children's mean age?=?4.2 years. Nearly 79% of all comparisons replicated across samples. Consistent with the cognitive-emotional processing model (Roberts and Strayer, 1987), (1) children's ego-resilient and prosocial behaviours were related to parents' tolerant, non-punitive responses to emotional distress; (2) partial correlations supported the contention that emotional socialization practices affect outcomes independently of other parenting dimensions; and (3) longitudinal data (available for 1 sample of children) indicated that greater emphasis on emotional control was related to declines in boys' ego-resilient behaviours 2.5 yrs later. However, consistent with emotion regulation models, parenting practices that emphasized the control of emotional expression were sometimes positively related to contemporary measures of competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations of maternal socialization and toddlers' effortful control to children's adjustment and social competence.

The authors examined the relations of maternal supportive parenting to effortful control and internalizing problems (i.e., separation distress, inhibition to novelty), externalizing problems, and social competence when toddlers were 18 months old (n = 256) and a year later (n = 230). Mothers completed the Coping With Toddlers' Negative Emotions Scale, and their sensitivity and warmth were observed. Toddlers' effortful control was measured with a delay task and adults' reports (Early Childhood Behavior Questionnaire). Toddlers' social functioning was assessed with the Infant/Toddler Social and Emotional Assessment. Within each age, children's regulation significantly mediated the relation between supportive parenting and low levels of externalizing problems and separation distress, and high social competence. When using stronger tests of mediation, controlling for stability over time, the authors found only partial evidence for mediation. The findings suggest these relations may be set at an early age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parents' stressful life events and social networks: Relations with parenting and children's competence.

Explored relations between parents' stressful life events and social networks, parent–child interactions, and children's competence in preschool, in 30 normally functioning, 2-parent families. Family interactions were assessed by home observations, observer ratings, and parent self-reports; children's competence in preschool was assessed by teacher ratings. Stress was not strongly linked with parenting, although loss (deaths of relatives and friends) was associated across methods with decreased warmth for both parents. Structural and functional differences emerged for social support from spouse, kin, and friends. Aspects of mothers' and fathers' social networks were associated with the others' parenting. Partial correlation analyses were consistent with the view that effects of parental stress on child behavior were mediated by parent–child interactions, while social networks influenced children directly. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families.

This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers' and fathers' parenting stress at age 10, children's perceptions of parenting at age 10, and adolescents' self-concept at age 14 in 120 European American families. Mothers' and fathers' parenting stress was related to children's perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents' scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality.

The relations between early infant-mother attachment and children's social competence and behavior problems during the preschool and early school-age period were examined in more than 1,000 children under conditions of decreasing, stable, and increasing maternal parenting quality. Infants' Strange Situation attachment classifications predicted mothers' reports of children's social competence and teachers' reports of externalizing and internalizing behaviors from preschool age through 1st grade. These relations appeared to be mediated by parenting quality; main effects of attachment classification disappeared when effects of parenting quality were controlled. Interactions were also observed. For example, when parenting quality improved over time, teachers rated children with insecure infant-mother attachments lower on externalizing behaviors; when parenting quality decreased, teachers rated insecure children higher on externalizing behaviors. In contrast, children classified as securely attached in infancy did not appear to be affected by declining or improving parenting quality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genotype–environment correlations in late childhood and early adolescence: Antisocial behavioral problems and coercive parenting.

Akey question for understanding the interplay between nature and nurture in development is the direction of effects in socialization. As part of the Colorado Adoption Project, adopted children were classified as being at genetic risk (N?=?38) or not at genetic risk (N?=?50) for antisocial behavior based on their biological mothers self-report history of antisocial behavior collected prior to the birth of the child. From age 7 through age 12, adoptive parents reported on the negative control, positive parenting, and inconsistent parenting they use in managing their child's behavior. Repeated measures analysis of variance indicated that children at genetic risk were consistently more likely to receive negative parenting from their adoptive parents than children not at genetic risk, indicating an evocative genotype-environment correlation. However, the findings also showed that most of the association between negative parenting and children's externalizing behavior was not explicable on the basis of at evocative gene-environment correlation and that an additional environmentally mediated parental effect on children's behavior was plausible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intergenerational continuity in parenting quality: The mediating role of social competence.

Prospective studies of intergenerational continuity in parenting quality remain scarce, with little attention given to the potential role of social competence as a mediator of continuity. This study examined social competence as a mediator in the pathway from 1st generation (G1) to 2nd generation (G2) parenting quality. A normative sample of children and their parents were assessed in childhood, and again 10 and 20 years later. Parenting quality of G1 parents was assessed at each time point with multiple informants, as was G2 social competence. G2 parenting was assessed at the 20-year follow-up for those who were parents. The mediational role of social competence in G1 to G2 parenting quality was tested via nested path analytic models, accounting for continuity and cross-domain relations. Social competence mediated the intergenerational relation of parenting quality; results were invariant across gender and ethnic minority status and were unchanged after controlling for age, IQ, socioeconomic status, rule-abiding conduct, and personality (i.e., constraint). The authors discuss results regarding developmental theories of close relationships and the potential for cascading benefits within and across generations from interventions to improve G1 parenting or G2 social competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neighborhood Cohesion as a Buffer Against Hostile Maternal Parenting.

This study explored the moderating effects of children's neighborhoods on the link between hostile parenting and externalizing behavior. Participants were 1st- or 2nd-grade children in an urban northeastern community. Children were administered the Parenting and Neighborhood scales of the Child Puppet Interview, and mothers completed questionnaires on neighborhood quality and parenting practices. Census tract measures of neighborhood quality and teachers' reports of children's externalizing behavior also were obtained. Results indicated that children's and mothers' perceptions of neighborhood involvement-cohesion buffered the link between hostile parenting and externalizing problems. Children's externalizing behavior was unrelated to census tract variables. Findings highlight the protective effect of neighborhood social cohesion and the utility of including young children's perspectives in research on neighborhoods and families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perinatal complications in births to low socioeconomic status schizophrenic and depressed women.

Pregnancy and birth complications in births to 57 schizophrenic, 28 depressed, and 31 well women were studied. The sample was of low socioeconomic status (SES) and predominantly African-American. The study extended earlier work on the perinatal status of infants born to schizophrenic women by including measures of severity of maternal disturbance; mother's age, IQ, and premorbid social competence; and family composition. The results show that maternal competence and the mother's diagnosis of schizophrenia were significant variables in determining the likelihood of less adequate prenatal care and more complicated births. The results indicate the importance of an assessment not only of a disturbed woman's diagnosis but also of her personal background and social competence in determining the likelihood of obstetrical complications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial outcomes of children of unipolar depressed, bipolar, medically ill, and normal women: A longitudinal study.

The psychosocial functioning of children of unipolar depressed, bipolar, medically ill, and psychiatrically normal women was studied over a 2-yr period. 96 children aged 8–16 yrs were assessed at 6-mo intervals on Child Behavior Checklist behavior problems, social competence, internalizing and externalizing behaviors, academic performance, and school behavior. The children of unipolar mothers showed significantly poorer functioning on all measures as compared with the other 3 groups of children, including bipolar offspring. A greater proportion of children in the unipolar group also had relatively chronic, clinically significant problems in psychosocial functioning. Children of bipolar women did not differ from children of psychiatrically normal women. Results are discussed in terms of consequences of children's continuing exposure to maternal depression and attendant stressors, as well as the contribution of social and academic difficulties in a vicious cycle of maladjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Schematic and situational determinants of depressed and nondepressed students' interpretation of feedback.

We examined whether depressed persons' social skill deficits contribute to their negative cognitions and whether this contribution is independent of their negative schemata. Depressed (n?=?60) and nondepressed (n?=?60) Ss engaged in group discussions. We assessed Ss' social competence schemata with a questionnaire and Ss' actual level of social competence in the discussion through objective ratings made by codiscussants and outside observers. We found that independently of their negative schemata, depressed Ss' social skill deficits explained a significant portion of the variance in their more negative interpretation of feedback (relative to nondepressed Ss'). This suggests that real deficits in depressed persons' performance compound the effects of their negative schemata and further contribute to their negative cognitions. We also further explored findings by B. M. Dykman et al (see record 1989-18948-001) and P.M. Lewinsohn et al (see record 1980-12088-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kindergarten competencies as predictors of third-grade classroom behavior and achievement.

To investigate the relationships between preschool competencies and later academic functioning, multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables (Stanford-Binet Intelligence Scale, Wide Range Achievement Test, teacher ratings of academic readiness, and the Sells Teacher Rating Scale of Peer Relations) to predict 3rd-grade classroom behavior and achievement. A random sample (n?=?50) of 184 3rd-grade children evaluated during the 1973–1974 kindergarten year and a 2nd sample (n?=?49) with additional Time 1 social and background variables were included. Ss were observed in classrooms and administered achievement tests during the 1976–1977 school year. Results indicate that kindergarten social and academic competencies typically entered as optimal predictors of later achievement-related behaviors and achievement. A social competence measure of initiative was a particularly successful predictor of achievement. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Controlled prospective longitudinal study of women with cancer: II. Psychological outcomes.

The incidence and etiology of major life difficulties for women with survivable cancer were studied. Women with early stage cancer (n?=?65) were assessed after diagnosis but prior to treatment and reassessed at 4, 8, and 12 mo posttreatment. Two matched comparison groups, women diagnosed and treated for benign disease (n?=?22) and healthy women (n?=?60), were also assessed longitudinally. Results for 4 life areas are reported: (a) Emotional response to the life-threatening diagnosis and anticipation of treatment was characterized by depressed, anxious, and confused moods, whereas the response for women with benign disease was anxious only; these responses were transitory. (b) There was no evidence for a higher incidence of relationship dissolution or poorer marital adjustment; however, 30% of the women treated for disease reported that their partners may have had some sexual difficulty. (c) There was no evidence for impaired social adjustment. (d) Women treated for cancer retained their employment; however, their involvement was significantly reduced during recovery. Data suggest "islands" of significant life disruption following cancer, which do not appear to portend global adjustment vulnerability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Linking marital and child attributions to family processes and parent–child relationships.

The contribution of marital attributions to parenting and parent-child interaction was examined, along with the contribution of children's attributions for negative parental behavior to ineffective parent-child communication. Data from 170 children 10 to 12 years old (84 girls, 86 boys) were used to test a model of hypothesized links among conflict-promoting marital attributions, negative marital context, parenting practices, children's attributions for parent behavior, and ineffective parent-child communication. Husbands' and wives' marital attributions were related to the marital context, which was related to ineffective parent-child communication. Husbands' and wives' conflict-promoting marital attributions also were related to parenting practices, which were related to children's attributions for negative parental behavior. Children's attributions also accounted for unique variance in ineffective parent-child communication. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting change in academic achievement: A model of peer experiences and self-system processes.

The purpose of this study was to test a model of peer experiences and academic achievement among elementary school children. This model postulates that the quality of children's social relations (e.g., social preference) in the peer group can foster or inhibit feelings of connectedness (e.g., loneliness), which in turn affects children's perceptions of academic competence. Finally, perceptions of academic competence are hypothesized to predict change in academic achievement. Participants were 397 school children (206 girls, 191 boys; mean age?=?108 months, range?=?88–157 months). Results from structural equation modeling provided support for the proposed model. Discussion centers on the mediational role of self-system processes between children's social relations and change in academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extending the activity restriction model of depressed affect: Evidence from a sample of breast cancer patients.

Survey data from 95 women with Stage 1 (n?=?36), Stage 2 (n?=?49), or Stage 3 (n?=?10) breast cancer both confirm and extend prior research indicating that restriction of normal activities is an important factor in depressed affect. Illness severity was directly related to more restricted routine activities, and more activity restriction was associated with higher public self-consciousness and less social support. Beyond the effects of age, self-consciousness, illness severity, and social support, activity restriction explained significant additional variance in symptoms of depression. Moreover, activity restriction mediated the impact of pain, public self-consciousness, and social support on depressed affect, which implies that these factors foster symptoms of depression by disrupting normal activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Origins of familial similarity in parenting: A study of twins and adoptive siblings.

Parents of young children completed questionnaires that assessed attitudes toward parenting and specific parenting practices, the emotional atmosphere of the home, and parental personality. These parents were themselves either identical twins (n?=?90), fraternal twins (n?=?56), or adoptive siblings (n?=?40). Model-fitting results implicate modest genetic effects on affect-related aspects of parenting, such as parental warmth. The results add new dimensions to the growing body of literature that documents genetic influences on measures of the family environment and suggest that childrearing variables are significantly related to the major factors of parental personality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)