Matching Items (2)
Description
Guided by Belsky's Determinants of Parenting Process Model, the goal of the present study was to examine how mothers' personality (i.e., Conscientiousness) and behaviors (i.e., sensitivity, structure, and negative control) relate to children's developmental outcomes, such as internalization (i.e., committed compliance and effortful control) and academic adaptation. A multi-method, longitudinal model included five waves of data to examine the processes of the relations among variables. Mothers' Conscientiousness was measured via self-reported data when children were 18 months of age (N = 256), mothers' parenting behaviors were measured through observational laboratory tasks when children were 30 months (N = 230), children's internalization was measured using mothers' and caregivers' reports as well as observational data at 42 months (N = 210), and children's school adaptation was measured when children were 72 and 84 months (Ns = 169 and 144) using mothers' and teachers' reports. Through a series of regression analyses, the results supported the mediated effect of effortful control in the relation between mothers' behaviors and children's school adaptation. As hypothesized, mothers' Conscientiousness marginally predicted children's internalization. Contrary to hypotheses, mothers' Conscientiousness was unrelated to parenting behaviors and children's academic adaptation. Mothers' sensitivity interacted with maternal structure to predict children's effortful control. Socioeconomic status and child sex interacted with mothers' behaviors in predicting the child's committed compliance. The discussion focuses on the unique role of parenting practices and personality on children's internalization and academic adaptation and on the existing literature. Implications of the study for clinicians and intervention researchers are offered.
ContributorsKopystynska, Olena (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
The present study tested 1) whether children’s bedtimes, wake times, and sleep
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
ContributorsBerger, Rebecca Hilary (Author) / Valiente, Carlos (Thesis advisor) / Eisenberg, Nancy (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2015