Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis.
01 May 2017-Developmental Psychology (American Psychological Association)-Vol. 53, Iss: 5, pp 873-932
TL;DR: The present meta-analysis integrates research from 1,435 studies on associations of parenting dimensions and styles with externalizing symptoms in children and adolescents to predict change in Externalizing problems over time, with associations of externalizing problems with warmth, behavioral control, harsh control, psychological control, and authoritative parenting being bidirectional.
Abstract: The present meta-analysis integrates research from 1,435 studies on associations of parenting dimensions and styles with externalizing symptoms in children and adolescents. Parental warmth, behavioral control, autonomy granting, and an authoritative parenting style showed very small to small negative concurrent and longitudinal associations with externalizing problems. In contrast, harsh control, psychological control, authoritarian, permissive, and neglectful parenting were associated with higher levels of externalizing problems. The strongest associations were observed for harsh control and psychological control. Parental warmth, behavioral control, harsh control, psychological control, autonomy granting, authoritative, and permissive parenting predicted change in externalizing problems over time, with associations of externalizing problems with warmth, behavioral control, harsh control, psychological control, and authoritative parenting being bidirectional. Moderating effects of sampling, child's age, form of externalizing problems, rater of parenting and externalizing problems, quality of measures, and publication status were identified. Implications for future research and practice are discussed. (PsycINFO Database Record
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TL;DR: Dealing with quarantine is a particularly stressful experience for parents who must balance personal life, work, and raising children, being left alone without other resources, putting parents at a higher risk of experiencing distress, potentially impairing their ability to be supportive caregivers.
Abstract: Objectives: The present study aimed to explore the effect of risk factors associated with the COVID-19 outbreak experience on parents' and children's well-being. Methods: Parents of children aged between 2- and 14-years-old completed an online survey reporting their home environment conditions, any relation they had to the pandemic consequences, their difficulties experienced due to the quarantine, their perception of individual and parent-child dyadic stress, and their children's emotional and behavioral problems. Results: Results showed that the perception of the difficulty of quarantine is a crucial factor that undermines both parents' and children's well-being. Quarantine's impact on children's behavioral and emotional problems is mediated by parent's individual and dyadic stress, with a stronger effect from the latter. Parents who reported more difficulties in dealing with quarantine show more stress. This, in turn, increases the children's problems. Living in a more at-risk area, the quality of the home environment, or the relation they have with the pandemic consequences, do not have an effect on families' well-being. Conclusions: Dealing with quarantine is a particularly stressful experience for parents who must balance personal life, work, and raising children, being left alone without other resources. This situation puts parents at a higher risk of experiencing distress, potentially impairing their ability to be supportive caregivers. The lack of support these children receive in such a difficult moment may be the reason for their more pronounced psychological symptoms. Policies should take into consideration the implications of the lockdown for families' mental health, and supportive interventions for the immediate and for the future should be promoted.
566 citations
Cites background from "Associations of parenting dimension..."
...Thus, children in these families may feel less understood by their parents and may react in more negative and aggressive ways (Pinquart, 2017)....
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TL;DR: The authors found that adolescents are concerned about the COVID-19 crisis and are particularly worried about schooling and peer relationships, while more time connecting to friends virtually during the pandemic was associated with greater depression, but family time and schoolwork was related to less depression.
Abstract: We are facing an unprecedented time during the COVID-19 pandemic. Measures have been taken to reduce the spread of the virus, including school closures and widespread lockdowns. Physical isolation combined with economic instability, fear of infection, and uncertainty for the future has had a profound impact on global mental health. For adolescents, the effects of this stress may be heightened due to important developmental characteristics. Canadian adolescents (n = 1,054; M age= 16.68, SD = 0.78) completed online surveys and responded to questions on stress surrounding the COVID-19 crisis, feelings of loneliness and depression, as well as time spent with family, virtually with friends, doing schoolwork, using social media, and engaging in physical activity. Results showed that adolescents are very concerned about the COVID-19 crisis and are particularly worried about schooling and peer relationships. COVID-19 stress was related to more loneliness and more depression, especially for adolescents who spend more time on social media. Beyond COVID-19 stress, more time connecting to friends virtually during the pandemic was related to greater depression, but family time and schoolwork was related to less depression. For adolescents with depressive symptoms, it may be important to monitor the supportiveness of online relationships. Results show promising avenues to stave off loneliness, as time with family, time connecting to friends, as well as physical activity were related to lower loneliness, beyond COVID-19 stress. These results shed light on the implications of the COVID-19 pandemic for adolescents and document possible pathways to ameliorate negative effects.
481 citations
Cites background from "Associations of parenting dimension..."
...The critical role of parents in adolescent adjustment has been documented from multifaceted theoretical standpoints, including enduring attachment relationships, parenting styles and the overall quality and time spent in parent–child interactions (Collins & Laursen, 2004; Pinquart, 2017)....
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01 Jan 2006
TL;DR: Early adverse family circumstances and parenting characteristics do not contribute to the prediction of later psychopathology once child characteristics are accounted for.
Abstract: Objective To investigate the independent predictive value of parent-reported psychopathology and family risk factors in early preschool in relation to parent-reported internalizing and externalizing psychopathology in preadolescence. Method Subjects were participants in a longitudinal study of 420 two-to three-year-olds from the general population of Zuid-Holland, the Netherlands, which started in 1989. At a second follow-up 8 years later (ages 10–11 years), 358 children participated. For this study, 332 children were included for whom DSM-IV diagnoses (derived from the Diagnostic Interview Schedule for Children-Version 4-Parent Version) were obtained at age 10 to 11 years. Preschool risk factors were obtained through the Child Behavior Checklist for ages 2 to 3 years and a parent interview. Results Early preschool internalizing and externalizing problems were predictive of their DSM-IV counterparts 8 years later, independent of the influence of early parent-reported family risk factors. Preschool child physical problems were independently predictive of both internalizing and externalizing diagnoses in preadolescence. Of the environmental risk factors, only stressful life events contributed independently to the prediction of later externalizing problems. Conclusions Early adverse family circumstances and parenting characteristics do not contribute to the prediction of later psychopathology once child characteristics are accounted for.
253 citations
TL;DR: Parents’ perceived impact of COVID-19 increased harsh parenting and reduced parent-child relationship closeness through the mediating effects of parenting stress and mediation analysis in the SEM framework indicated that parenting stress was a significant mediator in the relationship.
Abstract: Because of the Coronavirus (COVID-19) pandemic, “Circuit-breaker” safety distancing was implemented in Singapore from April to May 2020. Schools and workplaces were closed and parents had to balance telecommuting with parenting responsibilities. Coupled with the high degree of economic uncertainty and reduced social support, these circumstances are hypothesized to increase parenting stress. Based on the Parental Stress Model, this study aims to understand how parents’ perceived impact of COVID-19 increased harsh parenting and reduced parent-child relationship closeness through the mediating effects of parenting stress. We collected data from 258 parents living in Singapore using online surveys disseminated through Facebook and community organizations. Our predictor was the perceived impact of COVID-19. Parental stress (mediator) was measured with the Parental Stress Scale. Two outcomes were used: parent-child relationship closeness and harsh parenting (spanking, yelling). Using mediation analysis in the SEM framework, we tested the indirect effects using bias-corrected bootstrap confidence intervals. Our results indicated that parenting stress was a significant mediator in the relationship between the perceived impact of COVID-19 and (a) parent-child closeness (indirect effect = −.30, Bootstrap 99% CI[−.59, −.11]) and (b) harsh parenting (indirect effect = .58, Bootstrap 99% CI[.25, .94]). The impact of COVID-19 and stay-home orders can increase parenting stress. This, in turn, has a negative impact on parenting by affecting parents’ relationship with their children and increasing the use of harsh parenting. Given that these are risk factors for potential child abuse, supporting parents and mitigating the impact of COVID-19 are important.
247 citations
Cites background from "Associations of parenting dimension..."
...Given its high coerciveness and negative emotionality, several studies have found that harsh parenting has a direct and negative effect on children’s subsequent developmental outcomes, including internalizing and externalizing symptoms (Gershoff et al. 2018; Pinquart 2017)....
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...Harsh parenting practices are characterized by high levels of coercive control, aggression, and negative emotionality, and several studies have affirmed its negative associations with subsequent internalizing and externalizing symptoms among children who experience harsh parenting (Pinquart 2017)....
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...Our study also focused on parent-child relationships because considerable evidence suggests that parent-child relationships can affect child well-being (Pinquart 2017)....
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TL;DR: Parents across the globe could be recommended to behave authoritatively, although authoritarian and permissive parenting is, to some extent, tolerable in a few cultural contexts.
Abstract: Objective The study tested whether associations of parenting styles with internalizing problems, externalizing problems, and academic achievement vary between ethnic groups in western countries, between different regions of the globe, and by level of collectivism/individualism of individual countries. Method A systematic search in electronic databases and cross referencing identified 428 studies that were included in the random-effects meta-analysis. Results More ethnic and regional similarities than differences were identified. In western countries, associations of authoritative parenting with academic achievement were stronger in non-Hispanic, White families than in Asian minorities. In these countries, associations of authoritarian parenting with academic achievement were less negative in Hispanic families than in non-Hispanic, White families. Authoritative parenting was associated with at least 1 positive child outcome and authoritarian parenting was associated with at least 1 negative outcome in all regions of the globe, with some regional variation. Finally, associations of authoritarian parenting with child outcomes were weaker in countries with a higher individualism score, as were associations of authoritative parenting with academic performance. Conclusions Parents across the globe could be recommended to behave authoritatively, although authoritarian and permissive parenting is, to some extent, tolerable in a few cultural contexts. (PsycINFO Database Record
217 citations
References
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TL;DR: A convenient, although not comprehensive, presentation of required sample sizes is providedHere the sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests.
Abstract: One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided here. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests: (a) the difference between independent means, (b) the significance of a product-moment correlation, (c) the difference between independent rs, (d) the sign test, (e) the difference between independent proportions, (f) chi-square tests for goodness of fit and contingency tables, (g) one-way analysis of variance, and (h) the significance of a multiple or multiple partial correlation.
38,291 citations
"Associations of parenting dimension..." refers background in this paper
...According to Cohen (1992), these effect sizes are small or very small....
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...When initial problem levels were controlled for, eight out of nine aspects of parenting predicted change in externalizing problems over time, and seven effect sizes can be interpreted as very small (Cohen, 1992)....
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TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.
Abstract: Una exploracion de los avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, y autoregulatorios.
20,904 citations
"Associations of parenting dimension..." refers background in this paper
...Several theoretical models suggest that parents’ behaviors contribute to the development of externalizing behavior in their offspring (e.g., Bandura, 1977; Gottfredson & Hirschi, 1990; Reid, Patterson, & Snyder, 2002)....
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...With regard to harsh control, social learning theory (e.g., Bandura, 1977) and coercion theory (Reid et al., 2002) suggest that parents model aggressive behavior of their children when punishing their children in a coercive manner....
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TL;DR: Preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.
Abstract: A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.
11,877 citations
Additional excerpts
...The Strengths and Difficulties Questionnaire: A research note....
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...Finally, externalizing problems were most often measured with the Child Behavior Problems Checklist (Achenbach, 1991; 331 studies), the Youth Self-Report (Achenbach, 1991; 131 studies), the Strengths and Difficulties Questionnaire (Goodman, 1997; 47 studies), the Teacher Rating Form (Achenbach, 1991; 43 studies), clinical interviews (39 studies), observations (21 studies), and related instruments (821 studies)....
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...…Checklist (Achenbach, 1991; 331 studies), the Youth Self-Report (Achenbach, 1991; 131 studies), the Strengths and Difficulties Questionnaire (Goodman, 1997; 47 studies), the Teacher Rating Form (Achenbach, 1991; 43 studies), clinical interviews (39 studies), observations (21 studies), and…...
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