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1.
OBJECTIVE: The present study examined the extent to which parental belief in the value of corporal punishment moderates the association between level of parenting stress and physical child abuse potential. Based on existing theory, it was expected that levels of parenting stress would be positively associated with physical child abuse potential among parents who reported high levels of belief in the value of corporal punishment. METHOD: Forty-one parents (25 general population and 16 at-risk parents) were assessed for belief in the value of corporal punishment, level of parenting stress, and physical child abuse potential using self-report measures. After removal of respondents due to response distortion or missing data, the final sample consisted of 31 parents with valid and complete protocols. Based on their responses on the study measures, respondents were categorized as either high or low on belief in corporal punishment and parenting stress. RESULTS: Level of parenting stress was positively associated with physical child abuse potential. As expected, the interaction of parenting stress and belief in the value of corporal punishment was significant. Level of parenting stress was positively associated with physical child abuse potential among parents who reported high levels of belief in the value of corporal punishment. In contrast, level of parenting stress was not associated with physical child abuse potential among parents who reported low belief in the value of corporal punishment. CONCLUSIONS: The present findings are consistent social information processing and stress and coping models of the etiology of physical child abuse, and underscore the importance of considering both parental cognitions and levels of parenting stress in assessing potential for physical child abuse. 相似文献
2.
OBJECTIVE: The goal of this research was to utilize the cognitive behavioral model of abusive parenting to select and examine risk factors to illuminate the unique and combined influences of social cognitive and affective variables in predicting abuse group membership. METHODOLOGY: Participants included physically abusive parents (n=56) and a closely-matched group of comparison parents (n=62). Social cognitive risk variables measured were (a) parent's expectations for children's abilities and maturity, (b) parental attributions of intentionality of child misbehavior, and (c) parents' perceptions of their children's adjustment. Affective risk variables included (a) psychopathology and (b) parenting stress. A series of logistic regression models were constructed to test the individual, combined, and interactive effects of risk variables on abuse group membership. RESULTS: The full set of five risk variables was predictive of abuse status; however, not all variables were predictive when considered individually and interactions did not contribute significantly to prediction. A risk composite score computed for each parent based on the five risk variables significantly predicted abuse status. Wide individual differences in risk across the five variables were apparent within the sample of abusive parents. CONCLUSIONS: Findings were generally consistent with a cognitive behavioral model of abuse, with cognitive variables being more salient in predicting abuse status than affective factors. Results point to the importance of considering diversity in characteristics of abusive parents. 相似文献
3.
OBJECTIVE: Although social maladjustment appears to be common among abused children, negative outcomes are not inevitable. This investigation was designed to determine whether ethnicity and features of the parenting context predicted children's social adjustment, and whether the strength and direction of these relations differed for abused and nonabused children. METHOD: Participants included 78 physically abused and 75 demographically matched nonabused children and one of their parents. Observations of parenting were used to measure parental sensitivity, and parent self-reports of depression were obtained using the SCL-90-R. Children's peer social adjustment was measured by teacher report. RESULTS: Using regression analysis, we tested whether each potential protective or vulnerability factor interacted with abuse status in prediction of social adjustment. Results indicated main effects of ethnicity and sensitivity for prosocial behavior, and a main effect of sensitivity for aggression. In addition, there was a significant interaction of ethnicity and abuse status for aggression such that there was a significant difference between abused and nonabused European American children but not between abused and nonabused African American children. CONCLUSIONS: Findings indicate that risk for aggressive behavior among abused children might be culturally specific rather than universal. In addition, results point to beneficial effects of parental sensitivity for maltreated children. 相似文献
4.
BackgroundPosttraumatic stress disorder (PTSD) symptoms are associated with parental aggression towards children, but little is known about the relation between parents’ PTSD symptoms and their risk for perpetrating child physical abuse during the early parenting years, when the potential for prevention of abuse may be highest.ObjectiveTo examine direct associations between mothers’ and fathers’ PTSD symptoms and child abuse potential, as well as indirect effects through couple relationship adjustment (i.e., conflict and love) in a high-risk sample of parents during the perinatal period, most of whom were first-time parents.Participants and settingFrom March 2013 to August 2016, data were collected from 150 expecting or new parental dyads in which the mother was participating in a home visiting program.MethodsData were analyzed using the Actor-Partner Interdependence Mediation Model.ResultsFor mothers and fathers, there were direct associations between PTSD symptom severity and child abuse potential (βs = .51, ps <.001), and this association for fathers was stronger at higher levels of mothers’ PTSD symptoms (β = .15, p = .03). In addition, parents’ own and their partners’ PTSD symptoms were each indirectly associated with parents’ own child abuse potential through parents’ report of interparental conflict (standardized indirect effects = .052–.069, ps = .004) but not love.ConclusionsAddressing parents’ PTSD symptoms and relationship conflict during the perinatal period using both systemic and developmental perspectives may uniquely serve to decrease the risk of child physical abuse and its myriad adverse consequences. 相似文献
5.
Ethnic Variations in Personal Social Networks and Parenting 总被引：2，自引：0，他引：2
Ecological perspectives emphasize social network influences on child rearing, but do these effects vary with ethnicity, and are they mediated by parental well-being? Low-income parents ( N = 500) of ethnically and ecologically diverse backgrounds completed a multidimensional hierarchical social map and measures of parental self-esteem and child-rearing practices. Consistent with prior ethnographic studies, American Indians had frequent interchanges with an interconnected web of kin; Hispanic1 parents had large, close-knit social networks but a smaller number of people who provided emotional support; and Anglo parents had structurally diffuse but emotionally supportive networks. Within-ethnicity regression analyses, covarying psychosocial risk, revealed that the affective but not structural dimensions of social networks were consistently related to parenting. Parental self-efficacy was strongly related to child-rearing practices across all ethnic groups, and mediated the effects of social support. Implications for the social ecology of child rearing and the central role of parental self-appraisals are discussed. 相似文献
6.
The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent Spring youth completed in-school surveys with items on parental involvement in education, school engagement (affective, behavioural, cognitive engagement) and perceived academic competence. Grades were obtained from official school records. Findings showed that parental involved was positively associated with behavioural and cognitive engagement, which in turn contributed to academic competence and achievement. Results underscore the importance of parental involvement in adolescents’ engagement and academic success and highlight the importance of examining the multiple components of school engagement simultaneously, as we found differential effects for affective, behavioural, and cognitive engagement on academic competence and achievement. 相似文献
7.
PURPOSE: We evaluated the hypothesis that abusive parents' reports may exaggerate rates of child behavior problems in a clinical sample. METHOD: The association between parental ratings of behavior problems and independent observations of child behaviors was examined in a sample of 205 clinic-referred families, 58 of which had a reported history of physical abuse. RESULTS: Relative to the comparison group, parents in the abuse group reported more externalizing problems in their children after controlling for parental psychopathology, and displayed more emotionally controlling and less supportive behavior during parent-child interactions. However, there was no association between abuse history and observed child behaviors during the interaction tasks. Abuse status significantly moderated the association between parent-reported externalizing behaviors and observed demanding behavior by the child; the association was significant among comparison families, but not in the abuse group families. CONCLUSIONS: Results indicate that abusive parents may over-report externalizing behavior problems in their children. 相似文献
8.
Based on the Social Information Processing model of parenting risk for child abuse, the present study examined the associations between mothers’ and fathers’ perception of child behavior and child abuse potential, as well as whether parenting stress mediates the association between these constructs. Two hundred and fifty-nine mother-father couples raising preschool children answered the Child Behavior Checklist (CBCL), the Parenting Stress Index (PSI), and the Child Abuse Potential Inventory (CAPI). The results of dyadic path analysis showed that perception of child behavior was related to heightened parenting stress and abuse potential in both mothers and fathers. Concerning partner effects, we found that mothers’ perception of child behavior problems was positively associated with fathers’ parenting stress and that the higher the mothers’ distress, the higher the fathers’ risk of physical abuse. Finally, parenting distress partially mediated the association between parents’ perception of child behavior and child abuse potential, with mothers’ perception of their children as problematic showing a significant indirect effect through distress on their own abuse risk and on fathers’ CAP as well. These findings suggest that parental distress may represent a critical mechanism by which parents’ negative views of their children contribute to abuse potential. Moreover, mothers seem to influence fathers’ tendency towards abusive behaviors. 相似文献
9.
OBJECTIVE: There were two main aims: first, to assess parental attributions about child behavior in abuse-risk and nonclinic parents. Second, to assess how attributions predict affective and behavioral reactions to child behavior. METHOD: Internal-external attributions relating to the causes of child behavior were compared across mothers at-risk of child abuse (n = 40) and mothers who reported no significant parental or child conduct or behavior problems (n = 20). Mothers' attributions about the causes of the behavior of their own child and an unfamiliar child were recorded in response to the presentation of videotaped excerpts of the behavior. RESULTS: Results highlighted that compared with nonclinic mothers, abuse-risk mothers had a tendency to attribute positive child behavior to more external causes and negative child behavior to more internal causes. Differences were also found between parental cognitions about clearly positive, clearly naughty, and ambiguous child behavior. In the abuse-risk group, positive child behavior predicted coercive parenting when it elicited angry feelings in the mother; ambiguous and naughty child behavior led to coercive parenting through valence ratings of "deviant" and attributions of "internality." Analyses within the abuse-risk group showed that parental attributions are predictive of parental coerciveness for unfamiliar behavior. As behavior becomes more familiar, ratings of its valence and the affect it elicits override attributional activity. CONCLUSIONS: Parental attributions about the causes of child behavior differ according to the valence and familiarity of that behavior, and discriminate between parents at risk for child abuse. Further, attributions are predictive of the affective and behavioral responses the parent makes to the child's behavior for ambiguous or unfamiliar behavior. Evidence was found for the validity of using videotaped stimuli of the behavior of known and unknown children as a method of assessing parental attributions. 相似文献
10.
OBJECTIVE: This study examined the relationship between reported exposure to child abuse and a history of parental substance abuse (alcohol and drugs) in a community sample in Ontario, Canada. METHOD: The sample consisted of 8472 respondents to the Ontario Mental Health Supplement (OHSUP), a comprehensive population survey of mental health. The association of self-reported retrospective childhood physical and sexual abuse and parental histories of drug or alcohol abuse was examined. RESULTS: Rates of physical and sexual abuse were significantly higher, with a more than twofold increased risk among those reporting parental substance abuse histories. The rates were not significantly different between type or severity of abuse. Successively increasing rates of abuse were found for those respondents who reported that their fathers, mothers or both parents had substance abuse problems; this risk was significantly elevated for both parents compared to father only with substance abuse problem. CONCLUSIONS: Parental substance abuse is associated with a more than twofold increase in the risk of exposure to both childhood physical and sexual abuse. While the mechanism for this association remains unclear, agencies involved in child protection or in treatment of parents with substance abuse problems must be cognizant of this relationship and focus on the development of interventions to serve these families. 相似文献
11.
Andreja Braj&#x;a‐
ganec Marina Merka&#x; Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement. 相似文献
12.
Interactional effects of marital status and physical abuse on adolescent psychopathology 总被引：2，自引：0，他引：2
OBJECTIVE: The purpose of this study was to explore the interactional effects of parental marital disruption and physical abuse on risk for adolescent psychopathology in a nonclinical sample with a randomly selected control group. METHOD: The sample was drawn from 99 community-based adolescents indicated as physically abused by Child Protective Services and 99 randomly selected controls. Nonabused adolescents whose parents were married, abused adolescents whose parents were married, nonabused adolescents with a parental marital disruption, and abused adolescents with a parental marital disruption were compared. Outcome was psychopathology as measured by psychiatric diagnosis based on a best-estimate procedure subsequent to semistructured diagnostic interviewing. RESULTS: Interactional effects of marital disruption and abuse were found for risk for lifetime Attention Deficit Hyperactivity Disorder (ADHD), with parental marital disruption and having been physically abused combining to increase the risk 15 times for diagnosis of lifetime ADHD. Parental marital status alone was not a significant risk factor for adolescent psychopathology, but physical abuse was a significant risk factor for several diagnostic categories. CONCLUSIONS: Future divorce research should include abuse history as a possible confounding variable. Possible reasons for the findings are reviewed and clinical implications are discussed. 相似文献
13.
This study examines the implications of how teachers’ views of immigrant parents predict their ratings of first-grade students’ academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents as having discrepant value differences, they rated students more negatively both in terms of academic competence and behavioral problems, even after controlling for student gender and ethnicity, parental education and parental school involvement. Surprisingly, teachers in Islamic and public schools did not differ in their perceived value differences with parents. The type of school students attend, however, moderated the effects of teachers’ perceived value differences on their academic ratings, but not on their behavioral ratings. While both Islamic and public school teachers rated students’ academic competence equally high when they perceived little or no value differences with parents, public school teachers held lower academic expectations than Islamic school teachers with increased value differences. These findings suggest a mechanism by which children from immigrant families enter a path of diminished expectations, albeit through slightly different levels in Islamic and public school settings. 相似文献
14.
A negative correlation between mathematics performance and mathematics anxiety (MA) has been identified in students of varying ages. However, little is known as to whether this correlation diminishes when environmental factors are incorporated as moderator variables.Specifically, the effect of home numeracy activities (HNA) and parental MA on students’ performance-MA relationship has received little attention. Furthermore, there have been no studies that consider HNA frequency as reported by the children themselves. A sample of 311 Chilean second graders and their parents participated in the present study. We examined whether HNA frequency moderates the performance-MA relationship and whether this moderation is in turn moderated by parent MA. Results showed that the frequency of HNA strengthened or diminished the negative correlation between performance and MA as a function of parent MA. In the case of parents with low MA, regardless of HNA frequency, child mathematics performance was negatively associated with child MA. However, in the case of math-anxious parents that interacted frequently with their children, there was no association between child MA and math achievement. More broadly, the present study suggests that mathematics-related family dynamics and parents’ emotions are key to understanding the relationship between performance and MA in early development. 相似文献
15.
Hester de Boer Margaretha P. C. van der Werf 《Educational Research and Evaluation》2013,19(3):232-257
This article deals with the concept of misaligned parents’ aspirations, its relationship with student background characteristics, and its effects on long-term student performance. It is defined as the difference between parents’ educational ambitions for their child and the child's actual capacities. Multilevel regression analyses on a sample of 10,433 Dutch students, who were followed for 5 years, showed that misaligned aspirations are related to parental education level and ethnicity, and have a small/medium positive effect on student performance. Based on ecology theory, we proposed that misaligned aspirations relate to differences in parent involvement, student achievement motivation, and teacher expectation bias, and that these factors subsequently influence student performance. The findings, however, indicate that this only applies to teacher expectation bias. 相似文献
16.
This study evaluated a school-based child sexual abuse prevention program which consisted of separate 2-hour workshops for children, parents, and teachers. Questionnaires concerning the children's knowledge about sexual abuse prevention and level of emotional distress were developed and administered to 88 children, ages 5-12, and 60 parents before and after the program. In addition, 12 teachers completed questionnaires about the children's level of emotional distress within 2 weeks after the program. Comparison of the children's knowledge before and after the program showed significant increases in knowledge about strategies for coping with potential abuse situations. Also individual children's responses were compared with their parents' responses. After the program the parents had a more accurate appraisal of their children's knowledge, and in addition, there was a significant increase in how much parents reported that they had talked with their children about sexual abuse. In terms of possible adverse emotional effects of the program, neither teachers nor parents noticed signs of increased emotional distress. In addition, the children reported that the program made them feel safer and better able to protect themselves. The findings support the value of providing sexual abuse prevention programs to children. 相似文献
17.
OBJECTIVE: Parental negative affect is a risk factor for child physical abuse. As negative affect contributes to aggression, and because physical abuse involves an aggressive act directed at the child, we examined the relationship between negative affect and parent-to-child aggression (PTCA) in parents reported to Child Protective Services for physical abuse. METHOD: Baseline assessment data were retrospectively examined on 49 participants in a treatment study for child physical abuse. The negative affects studied were depression, anxiety, and hostility on the Beck Depression Inventory and the Brief Symptom Inventory. PTCA was assessed using the physical aggression subscales (Minor and Severe Physical Violence) of the Conflict Tactics Scale. The contribution of these negative affects to PTCA was examined after controlling individually for the effects of parental attributions and contextual variables widely regarded as etiological factors in child physical abuse. RESULTS: Contributions of negative affect to PTCA after individually controlling for other predictors were found for Minor Physical Violence but not Severe Physical Violence. Findings were strongest with depression on the Beck Depression Inventory and to a lesser extent with hostility on the Brief Symptom Inventory. CONCLUSIONS: Finding that negative affect contributed to PTCA in this sample suggests that it may be important to study the effects of emotion-focused treatments in physically abusive parents. These findings also suggest that PTCA may have qualities of impulsive aggression, a form of aggression that is conceptualized as driven by negative affect, occurs in response to aversive events, and is not planned. 相似文献
18.
The current study examined the mediating effects of emotional/behavioral problems and academic competence between parental abuse/neglect and a child’s school adjustment by investigating 2070 student surveys from the Korean Child Youth Panel Study (KCYPS). A path analysis yielded the following key findings. Firstly, childhood abuse and neglect showed a significant negative and direct effect on school adjustment. It is particularly important to note that the effect of neglect was bigger than that of abuse in this study. Secondly, emotional/behavioral problems were found to partially mediate between abuse/neglect and school adjustment. Thirdly, academic competence partially mediated the effect of neglect on school adjustment, while it did not mediate the effect of abuse on school adjustment. The indirect effect of parental neglect via emotional/behavioral problems and academic competence was stronger than that of parental abuse. The influence of parental abuse and neglect on children’s school adjustments was discussed in terms of emotional/behavioral problems and academic competence considering unique Korean cultural context. 相似文献
19.
Zalizan M. Jelas Norzaini Azman Hutkemri Zulnaidi Nor Aniza Ahmad 《Learning Environments Research》2016,19(2):221-240
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes. 相似文献
20.
OBJECTIVE: To identify and validate factors within the parental background affecting risk of child maltreatment. METHOD: A nested case-control study based on the Avon Longitudinal Study of Parents and Children ("Children of the Nineties"), a cohort of children born in Avon in 1991 through 1992. Data on the childhood and psychiatric histories of the parents, along with other data on the social and family environments, have been collected through postal questionnaires from early antenatal booking onwards. RESULTS: Out of 14,138 participating children, 162 have been identified as having been maltreated. Using logistic regression analysis, significant risk factors within the mothers' backgrounds were age < 20; lower educational achievement; history of sexual abuse; child guidance or psychiatry; absence of her father during childhood; and a previous history of psychiatric illness. Significant factors in the fathers' backgrounds were age < 20; lower educational achievement; having been in care during childhood; and a history of psychiatric illness. Significant factors on univariate, but not multivariate analysis included a parental history of childhood physical abuse; divorce or separation of the mother's parents; a maternal history of having been in care, or separated from her mother; parental alcohol or drug abuse; and a maternal history of depression. CONCLUSIONS: This study, the first of its kind in the UK, supports the findings of others that parental age, educational achievement, and a history of psychiatric illness are of prime importance in an understanding of child maltreatment. With the exception of maternal sexual abuse, a history of abuse in childhood is not significant once adjusted for other background factors. The study suggests that psychodynamic models are inadequate to explain child maltreatment, and wider models incorporating other ecological domains are needed. 相似文献