Matching Items (9)
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- All Subjects: parenting
- All Subjects: Mother and child
- Creators: Crnic, Keith A
- Creators: Eggum, Natalie
Description
The purpose of this study was to examine the longitudinal relations of maternal behaviors, children`s temperamental negative emotionality, and children`s emotion perception processes, including emotion perception accuracy (EPA) and emotion perception bias (EPB), to children`s conduct disorder symptoms in a normative sample. Separate structural equation models were conducted to assess whether parenting or children`s proneness to negative emotions at 24-30 (T2), 36-42 (T3) and 48-54 (T4) months predicted children`s EPA and EPB over time, and whether T3 and T4 children`s emotion perception processes were predictive of children`s conduct disorder at 72 months of age (T5). None of the hypothesized longitudinal relations was supported; however, other noteworthy results were observed. T3 children`s proneness to negative emotions was positively related to children`s concurrent bias toward anger. The latent constructs of negative parenting, children`s proneness to negative emotions, and the observed measure of children`s emotion perception accuracy showed stability over time, whereas the observed measures of children`s bias toward understanding distinct negative emotions were unrelated across time. In addition, children`s expressive language was predicted by children`s earlier emotion perception accuracy, which emphasized the importance of improving children`s emotion understanding skills during early years. Furthermore, the previously established negative relation between EPA and EPB variables was only partially supported. Findings regarding the relations between parenting, children`s negative emotionality and emotion perception processes are discussed from a developmental perspective.
ContributorsSeyed Nozadi, Sara (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Bradley, Robert (Committee member) / Eggum, Natalie (Committee member) / Arizona State University (Publisher)
Created2011
Description
Family plays an important yet understudied role in the development of psychopathology during childhood, particularly for children at developmental risk. Indeed, much of the research on families has actually concentrated more on risk processes in individual family members or within-family subsystems. In general, important and complex associations have been found among family-related constructs such as marital conflict, parent-child relationships, parental depression, and parenting stress, which have in turn been found to contribute to the emergence of children's behavioral problems. Research has begun to emerge that certain family system constructs, such as cohesion, organization, and control may influence children's development, but this research has been limited by a focus on parent-reports of family functioning, rather than utilizing observational methods. With notable exceptions, there is almost no observational research examining families of children at developmental risk. This study examined the longitudinal relations among family risk and family system constructs, as well as how family systems constructs mediated the relations between family risk and child outcome. Further, the study examined how developmental risk moderated these relations. The sample followed 242 families of children with and without developmental risk across the transition-to-school period. Family risk factors were assessed at 5 years, using parental reports of symptomatology, parenting stress, and marital adjustment, and observational assessments of the parent-child relationship. Family system constructs (cohesion, warmth, conflict, organization, control) were measured at age 6 using structured observations of the entire family playing a board game. Child behavior problems and social competence were assessed at age 7. Results indicated that families of children with developmental delays did not differ from families of typically developing children on the majority of family system attributes. Cohesion and organization mediated the relations between specific family risk factors and social competence for all families. For families of typically developing children only, higher levels of control were associated with more behavior problems and less social competence. These findings underscore the importance of family-level assessment in understanding the development of psychopathology. Important family effects on children's social competence were found, although the pathways among family risk and family systems attributes are complex.
ContributorsGerstein, Emily Davis (Author) / Crnic, Keith A (Thesis advisor) / Aiken, Leona (Committee member) / Bradley, Robert (Committee member) / Gonzales, Nancy (Committee member) / Arizona State University (Publisher)
Created2012
Description
This longitudinal study examines the relations of anger, gender, and intrusive maternal parenting to empathy in toddlers. Participants (247 toddlers at the initial assessment) were assessed in a laboratory at approximately 18 (T1, N = 247), 30 (T2, N = 216), and 42 (T3, N = 192) months of age. Toddlers' observed anger was measured during a toy removal task and maternal intrusiveness was observed during free play between mother and toddler. Reported empathy was measured using questionnaires completed by mothers and fathers. At 18 months, a positive relation between observed anger and reported empathy was found for boys, but not for girls. At 30 months, maternal intrusiveness positively predicted empathy in boys, but it negatively predicted empathy in girls. These findings provide insight about sex differences in the development of empathy and concern for others in early childhood.
ContributorsTravis, Katherine Elizabeth (Author) / Eisenberg, Nancy (Thesis director) / Spinrad, Tracy (Committee member) / Eggum, Natalie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
The nature and correlates of emerging internalizing symptoms in young children are largely unknown. Maternal factors such as psychological symptoms and detached parenting style have been found to be present in children with anxiety and depression. Further, child attentional control in task completion has been associated with difficulty related to internalizing problems. This study tested hypotheses that child anxiety and depression at age five could be predicted by a combination of maternal distress and maternal detached behavior recorded at age three. An additional hypothesis was tested to determine if child attentional control at age four may be a partial mediator of the relation between maternal symptoms and parenting to child internalizing symptoms. Using structural equation modeling, no hypotheses were supported; child internalizing problems were not significantly predicted by maternal distress nor detached parenting. Further, child attentional control was not predicted by maternal distress or detached behavior, nor did attentional control predict internalizing problems. Findings indicate that over a two-year interval, childhood internalizing problems at age five are likely best predicted by early internalizing problems at age three. There was no support that the mother or child factors tested were predictive of child outcomes.
ContributorsSkelley, Shayna (Author) / Crnic, Keith A (Thesis advisor) / Eisenberg, Nancy (Committee member) / MacKinnon, David (Committee member) / Arizona State University (Publisher)
Created2010
Description
Parental depression is a risk factor for children’s healthy language development, however, the mechanisms of risk transmission are less understood. The present study aimed to examine aspects of parent-child interactions as mediators of the negative relations between mothers’ and fathers’ depression and children’s expressive language. Using longitudinal data from families in a large city of the Western United States (N = 497; child Mage = 5.83 months; 47% female), I examined these relations using mothers’ and fathers’ reports of depression, observations of mothers’ and fathers’ parent-child interactions, and observational indices of children’s expressive language in the home. Although results indicated no longitudinal relations between mothers’ or fathers’ depression and children’s expressive language, mothers’ depression was negatively related to mothers’ and fathers’ later parental supportiveness. Moreover, mothers’ acceptance and fathers’ supportiveness were positively related to children’s later expressive language. These findings shed light on family dynamics when mothers’ experience heightened levels of postpartum depression and how specific parent-child interactions support healthy language development.
ContributorsClifford, Brandon Neil (Author) / Eggum, Natalie (Thesis advisor) / Rainey, Vanessa (Committee member) / Lucca, Kelsey (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2023
Description
In the present study, I will focus on several aspects of parenting (monitoring, structure, positive parenting, harsh discipline) and the relations with social competence. The larger study, on which this paper is based, was intended to study multiple types of parenting behaviors and social competencies, and development of measures was culturally and developmentally informed (including focus groups and pilot collection). However, utilizing each dimension that emerged from analyses of the parenting behaviors and social competence measures would result in a study with too large a scope. I will include each aspect of parenting that emerged in analyses. However, I will focus on just one of the two factors of social competence that emerged in analyses for adolescents. This first factor includes prosocial behavior (helping and sharing; Eisenberg et al., 2006) and also is composed of general social competence items capturing adolescents’ use of manners and politeness. For the purposes of this paper, I will refer to this first factor as “social competence,” and I will draw on the general social competence literature and prosocial behavior literature.
ContributorsMahajan, Ananyaa (Author) / Eggum, Natalie (Thesis director) / Spinrad, Tracy (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2023-05
Description
There were two primary goals of this study, the first of which was to replicate previously established curvilinear associations between school affluence and substance use, while assessing potential relations between socioeconomic status (SES) and academic success during the transition to college. The second goal of this study was to establish patterns of perceived parenting factors in order to assess predictive value of such latent profiles with respect to student outcomes relevant to wellbeing and retention in college. Results indicated that substance use was, in fact, associated in a “U-shaped,” curvilinear fashion with high school affluence. Additionally, students grouped into three primary perceived parenting profiles, characterized broadly as “authoritative,” “warm and permissive,” and “uninvolved.” While “optimal” outcomes were associated with students in the authoritative group, these latent profiles lacked predictive value. Supplemental analyses revealed differential associations of various parent factors with males and females, as well as advantaged and disadvantaged youth. Taken together, these results emphasized the importance of parenting during high school in order to promote healthy, safe habits and sufficient self-agency during the transition to college.
ContributorsSmall, Phillip (Author) / Luthar, Suniya S. (Thesis advisor) / Infurna, Frank J. (Committee member) / Crnic, Keith A (Committee member) / Berkel, Cady (Committee member) / Arizona State University (Publisher)
Created2019
Description
The parent-child relationship is one of the earliest and most formative experiences for social and emotional development. Synchrony, defined as the rhythmic patterning and quality of mutual affect, engagement, and physiological attunement, has been identified as a critical quality of a healthy mother-infant relationship. Although the salience of the quality of family interaction has been well-established, clinical and developmental research has varied widely in methods for observing and identifying influential aspects of synchrony. In addition, modern dynamic perspectives presume multiple factors converge in a complex system influenced by both nature and nurture, in which individual traits, behavior, and environment are inextricably intertwined within the system of dyadic relational units.
The present study aimed to directly examine and compare synchrony from three distinct approaches: observed microanalytic behavioral sequences, observed global dyadic qualities, and physiological attunement between mothers and infants. The sample consisted of 323 Mexican American mothers and their infants followed from the third trimester of pregnancy through the first year of life. Mothers were interviewed prenatally, observed at a home visit at 12 weeks postpartum, and were finally interviewed for child social-emotional problems at child age 12 months. Specific aspects of synchrony (microanalytical, global, and physiological) were examined separately as well as together to identify comparable and divergent qualities within the construct.
Findings indicated that multiple perspectives on synchrony are best examined together, but as independent qualities to account for varying characteristics captured by divergent systems. Dyadic relationships characterized by higher reciprocity, more time and flexibility in mutual non-negative engagement, and less tendency to enter negative or unengaged states were associated with fewer child social-emotional problems at child age 12 months. Lower infant cortisol was associated with higher levels of externalizing problems, and smaller differences between mother and child cortisol were associated with higher levels of child dysregulation. Results underscore the complex but important nature of synchrony as a salient mechanism underlying the social-emotional growth of children. A mutually engaged, non-negative, and reciprocal environment lays the foundation for the successful social and self-regulatory competence of infants in the first year of life.
The present study aimed to directly examine and compare synchrony from three distinct approaches: observed microanalytic behavioral sequences, observed global dyadic qualities, and physiological attunement between mothers and infants. The sample consisted of 323 Mexican American mothers and their infants followed from the third trimester of pregnancy through the first year of life. Mothers were interviewed prenatally, observed at a home visit at 12 weeks postpartum, and were finally interviewed for child social-emotional problems at child age 12 months. Specific aspects of synchrony (microanalytical, global, and physiological) were examined separately as well as together to identify comparable and divergent qualities within the construct.
Findings indicated that multiple perspectives on synchrony are best examined together, but as independent qualities to account for varying characteristics captured by divergent systems. Dyadic relationships characterized by higher reciprocity, more time and flexibility in mutual non-negative engagement, and less tendency to enter negative or unengaged states were associated with fewer child social-emotional problems at child age 12 months. Lower infant cortisol was associated with higher levels of externalizing problems, and smaller differences between mother and child cortisol were associated with higher levels of child dysregulation. Results underscore the complex but important nature of synchrony as a salient mechanism underlying the social-emotional growth of children. A mutually engaged, non-negative, and reciprocal environment lays the foundation for the successful social and self-regulatory competence of infants in the first year of life.
ContributorsCoburn, Shayna Skelley (Author) / Crnic, Keith A (Thesis advisor) / Dishion, Thomas J (Committee member) / Mackinnon, David P (Committee member) / Luecken, Linda J. (Committee member) / Arizona State University (Publisher)
Created2015
Description
Postpartum depression (PPD) is a significant public health concern affecting up to half a million U.S. women annually. Mexican-American women experience substantially higher rates of PPD, and represent an underserved population with significant health disparities that put these women and their infants at greater risk for substantial psychological and developmental difficulties. The current study utilized data on perceived stress, depression, maternal parenting behavior, and infant social-emotional and cognitive development from 214 Mexican-American mother-infant dyads. The first analysis approach utilized a latent intercept (LI) model to examine how overall mean levels and within-person deviations of perceived stress, depressive symptoms, and maternal parenting behavior are related across the postpartum period. Results indicated large, positive between- and within-person correlations between perceived stress and depression. Neither perceived stress nor depressive symptoms were found to have significant between- or within-person associations with the parenting variables. The second analysis approach utilized an autoregressive cross-lagged model with tests of mediation to identify underlying mechanisms among perceived stress, postpartum depressive symptoms, and maternal parenting behavior in the prediction of infant social-emotional and cognitive development. Results indicated that increased depressive symptoms at 12- and 18-weeks were associated with subsequent reports of increased perceived stress at 18- and 24-weeks, respectively. Perceived stress at 12-weeks was found to be negatively associated with subsequent non-hostility at 18-weeks, and both sensitivity and non-hostility were found to be associated with infant cognitive development and social-emotional competencies at 12 months of age (52-weeks), but not with social-emotional problems. The results of the mediation analyses showed that non-hostility at 18- and 24-weeks significantly mediated the association between perceived stress at 12-weeks and infant cognitive development and social-emotional competencies at 52-weeks. The findings extend research that sensitive parenting in early childhood is as important to the development of cognitive ability, social behavior, and emotion regulation in ethnic minority cultures as it is in majority culture families; that maternal perceptions of stress may spillover into parenting behavior, resulting in increased hostility and negatively influencing infant cognitive and social-emotional development; and that symptoms of depressed mood may influence the experience of stress.
ContributorsCiciolla, Lucia (Author) / Crnic, Keith A (Thesis advisor) / West, Stephen G. (Thesis advisor) / Luecken, Linda J. (Committee member) / Presson, Clark C. (Committee member) / Arizona State University (Publisher)
Created2014