A Longitudinal Investigation of Maternal Influences on the Development of Child Hostile Attributions and Aggression

Abstract

contribute to the development of such hostile attribution tendencies. We examined factors that contribute to individual differences in child hostile attributions and aggression, focusing on potential pathways from maternal hostile attributions via negative parenting behavior.Method: We conducted a longitudinal study of 98 mothers and children (47 male, 49 female), recruited from groups experiencing high and low levels of psychosocial adversity. Maternal hostile attributions, observed parenting, and child behaviour were assessed at 18-months and 5-years child age; and child hostile attributions were also examined at 5-years. Independent assessments of maternal and child processes were utilized as far as possible.Results: Analyses provided support for a direct influence of maternal hostile attributions on the development of child hostile attributions and aggressive behaviour. Maternal hostile attributions were also associated with negative parenting behaviour, which in turn influenced child adjustment. Even taking account of possible parenting influences and pre-existing child difficulties, hostile attributions in the mother showed a direct link with child aggression at 5-years. Maternal hostile attributions were themselves related to psychosocial adversity.Conclusions: Maternal hostile attributions are prevalent in high risk samples, and are related to less optimal parenting behaviour, child hostile attributions, and child aggression. Targeting hostile maternal cognitions may be a useful adjunct to parenting programs.

Does Parent–Child Discussion of Peer Provocations Reduce Young Children's Hostile Attributional Bias?

“…Results for parent–child discussion of intent attributions converged across studies: Both parents' natural (Study 1) and experimentally stimulated (Study 2) expressions of nonhostile attributions led children to attribute less hostile intent in hypothetical peer provocation situations. These findings illustrate how parent–child discussion may be one mechanism by which parents transmit their nonhostile attributions to their children—as such, the present findings extend previous work that found that hostile attributional biases in parents and their children are positively associated (Healy et al., ; MacBrayer et al., ; Nelson et al., ).…”

“…First, we directly investigated parent–child discussion of peer provocations, both by observing these discussions as they naturally unfold and by systematically manipulating them. As such, we extend previous correlational evidence by demonstrating that parents may actually transmit their intent attributions and normative beliefs to their children through discussion (Farrell et al., ; Healy et al., ; MacBrayer et al., ; Nelson et al., ; Werner & Grant, ). Second, the Study 2 experimental design allowed us to establish causality and provides the groundwork needed to develop techniques to counter children's early emerging hostile attributional biases.…”

“…Indirect support for this hypothesis stems from studies showing that hostile attributional biases in parents and their children are positively associated (Healy, Murray, Cooper, Hughes, & Halligan, ; MacBrayer et al., ; Nelson, Mitchell, & Yang, ; Werner, ; but see: Halligan et al., ; Mackinnon‐Lewis, Lamb, Arbuckle, Baradaran, & Volling, ). These studies, however, lacked direct observations of parent–child discussion, and so the parent–child similarities in attributional style found in these studies may be accounted for by other factors.…”

Assessment of hostile and benign intent attributions in early childhood: Can we elicit meaningful information?

“…The use of open‐ended questions produces more valid data but brings with it the possibility of missing data; children more limited in intent understanding and verbal skills may fail to respond or respond with unclear or incomplete thoughts. Seven published studies have assessed young children's intent attribution patterns with open‐ended questions (Coy, Speltz, DeKlyen, & Jones, ; Dodge, Bates, & Pettit, ; Healy, Murray, Cooper, Hughes, & Halligan, ; Munsun‐Miller, ; Suess, Grossman, & Sroufe, ; Weiss, Dodge, Bates, & Pettit, ; Yagmurlu, ), and another five have used a combination of open‐ended and forced choice questions (Cassidy, Kirsh, Scolton, & Parke, ; Garner & Lemerise, ; Katsurada & Sugawara, ; Meece & Mize, ; Schultz et al, ). In only two of these studies, however, do the authors report the extent to which young children's open‐ended responses provide meaningful information about intention, and in both children provided a substantial amount of unusable data.…”

Prenatal Reflective Functioning and Development of Aggression in Infancy: the Roles of Maternal Intrusiveness and Sensitivity

“…Inadequate and unresponsive parenting behaviors (e.g., ignoring child or spanking child with hand when misbehaving) have been related to children’s behavioral problems (Edwards and Hans 2015; Healy et al 2013; Hughes and Ensor 2006; Keren and Tyano 2012). In contrast, children who have more productive encounters (i.e., more opportunities to engage in activities that are meaningful, challenging, and afford possibilities for learning) are reported to have fewer behavior problems (Benbassat and Priel 2012; Bradley and Corwyn 2005).…”