Suchergebnisse

Adolescents who share information with their parents tend to have more positive parent–adolescent relationships. This brief report examined daily variability in adolescents' disclosure to mothers and mother–adolescent responsiveness. Using a 7‐day intensive longitudinal design with 109 mother‐adolescent (14–18 years) pairs, multilevel models revealed the amount of information adolescents disclosed to mothers varied day‐to‐day, according to both adolescent and mother reports. On days when adolescents perceived mothers to be more responsive than usual, adolescents were more likely to disclose. On days when mothers perceived adolescents to be more responsive than usual, mothers perceived more adolescent disclosure. Lastly, more responsive adolescents disclosed more on average across the week according to both adolescent and mother reports of disclosure compared to less responsive adolescents.

AbstractThis introduction to the Social Development Quartet summarizes four articles that examine age‐related and contextual shifts in the utility of parents' emotion socialization responses for children's social‐emotional development. The first two articles present evidence for age‐related changes in the benefits of parents' supportive responses and consequences of parents' nonsupportive responses to children's negative emotions between early and middle childhood. The next two articles consider contextual variations in this developmental shift by examining teacher reports of children's competence and family patterns of response among mothers and fathers. Together, these studies question the unilateral assumption that parental support of children's negative emotions is always a good thing, and provide a more nuanced understanding of when and in what contexts parents' responses are adaptive for children.

AbstractEmotional and behavioral maturity expectations increase as children transition to primary school; thus, maternal responses that support and encourage children's expression of negative emotion may not benefit school‐age children as much as preschoolers. The current study explored a change in the utility of these maternal responses among 187 families (62 5‐year‐olds, 75 6‐year‐olds, and 50 7‐year‐olds). Mothers reported on their responses to children's negative emotions and children's externalizing and internalizing behaviors at two time points over 1 year. Multiple group analysis within cross‐lagged path models revealed a positive association between non‐supportive maternal responses and later child externalizing behaviors among 5‐year‐olds. However, non‐supportive responses were related to decreases in externalizing behaviors among the 7‐year‐olds. Discrepant findings between the 5‐ and 7‐year‐olds may represent a developmental shift in the function of mothers' emotion socialization practices.

AbstractMost research on weight‐related social difficulties in adolescence emphasizes categorical measures of weight status (e.g., overweight/obese vs. non‐overweight/non‐obese). However, teens who are not overweight can also experience weight‐related social adjustment problems, and girls may be at higher risk for maladjustment due to weight‐related stigmatization than their male counterparts. The current study modeled trajectories of BMI z‐score (zBMI), a continuous measure of BMI relative to U.S. reference standards for child age and sex, for boys and girls from ages 9 to 15. The sample of 938 adolescents, drawn from the Study of Early Child Care and Youth Development, contained proportions of normal weight and overweight/obese teens that approximate the U.S. population. Latent growth curve modeling was used to establish quadratic models describing zBMI change in boys and girls separately using measurements collected at ages 9, 10.5, 11.5, 12.5, 13.5, and 15.5. zBMI growth parameters were used to predict a latent social adjustment variable indicated by mother and adolescent reports of adaptive social functioning at age 15. Controlling for pubertal timing, socioeconomic status, race/ethnicity, the proportion of measurements at which children were classified as overweight, and age 9 social adjustment, girls' more rapid BMI gains across the pubertal transition, and greater acceleration of these growth rates relative to national norms were associated with lower age 15 social adjustment. Findings suggest that a better understanding of weight‐related social adjustment may require broadening the scope of research and intervention efforts to normal‐weight teens, particularly normal‐weight girls.

AbstractThe current study examined associations between mothers' behavioral profiles during mother‐child conflict interactions and their children's social skills. This person‐centered approach classified 181 mothers according to their levels of emotional responsiveness, intrusiveness, negativity, and engagement facilitation behaviors during an eight‐minute conflict discussion task with their child. Three distinct classes of mothers were identified using latent profile analysis: sensitive/engaged, moderately sensitive/engaged, and insensitive/disengaged. An analysis of covariance indicated that children of mothers in the sensitive/engaged group had significantly higher social skills than children of mothers in the moderately sensitive/engaged and insensitive/disengaged groups. Results suggest that mother‐child conflict interactions may benefit children's social development when mothers facilitate their children's participation in a highly sensitive manner.

AbstractObjectiveThis study examined the effects of mothers' and fathers' emotional dysregulation and their responses to their children's distress, as well as the moderating role of child negative reactivity.BackgroundParents with better emotion regulation strategies tend to provide more supportive and less nonsupportive responses to their children's distress. Child temperamental negative reactivity may create emotionally challenging parenting situations and thus may moderate this relation. However, dyadic effects are less clear; family systems theory suggests parents' dysregulation may crossover to degrade their partners' responses, or parents may compensate for their partners' dysregulation with more constructive responses.MethodParents from 119 families with a 3‐ to 5‐year‐old child (50.4% boys) reported on their emotional dysregulation, responses to child negative emotions, and child negative affectivity. Path models tested actor and partner main effects and interaction effects.ResultsThere were two partner main effects, such that when fathers were more dysregulated, mothers reported providing more supportive and fewer nonsupportive responses to their children. Additionally, two interaction effects were found. Maternal dysregulation was related to increased maternal nonsupport only when child negative affectivity was low. Maternal dysregulation was also related to greater maternal support only when child negative affectivity was high.ConclusionOur findings demonstrate the importance of parent gender roles and compensatory processes.ImplicationsThese results provide enhanced understanding of coparenting dynamics and the combined impact of mother, father, and child negativity, which can be used by practitioners.

AbstractParent–child conflict in the context of a supportive relationship has been discussed as a potentially constructive interaction pattern; the current study is the first to test this using a holistic analytic approach. Interaction styles, defined as mother–child conflict in the context of maternal sensitivity, were identified and described with demographic and stress‐related characteristics of families. Longitudinal associations were tested between interaction styles and children's later social competence. Participants included 814 partnered mothers with a first‐grade child. Latent profile analysis identified agreeable, dynamic, and disconnected interaction styles. Mothers' intimacy with a partner, depressive symptoms, and authoritarian childrearing beliefs, along with children's later conflict with a best friend and externalizing problems, were associated with group membership. Notably, the dynamic style, characterized by high sensitivity and high conflict, included families who experienced psychological and relational stressors. Findings are discussed with regard to how family stressors shape parent–child interaction patterns.

AbstractParents' negative responsibility attributions about their child's misbehavior are related to a perception that the child has more behavior problems. This study used a dyadic framework to explore how mothers' and fathers' attributions relate to their own perceptions and to their partner's perceptions of the child's externalizing problems. Participants included 102 couples interviewed when children were 7 years old. Results confirmed that mothers reported more externalizing behavior problems in their children than did fathers, and fathers of boys reported more child behavior problems than fathers of girls. Dyadic analyses suggested that parents' negative responsibility attributions of the child's behavior were associated with greater perceptions of child externalizing problems on behalf of parents and their partners.

AbstractThe current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social‐emotional competence are similar or different for European‐American and African‐American families. Two hundred mothers (137 European‐American, 63 African‐American) reported on their responses to their five‐year‐old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem‐focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European‐American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African‐American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens.