Cross-Informant Discrepancies and their Association with Maternal Depression, Maternal Parenting Stress, and Mother-Child Relationship

Lohaus, Arnold; Rueth, Jana-Elisa; Vierhaus, Marc

doi:10.1007/s10826-019-01625-z

Cited by 28 publications

(31 citation statements)

References 41 publications

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“…It is noteworthy that these difficulties were reported by the children's teachers, avoiding negative biases inherent in having mothers with depression serve as informants. 28 It is also important to note that children's difficulties in these 2 domains were evident even when comparing with offspring of sisters discordant for depression, suggesting that this problematic functioning in young children exposed to maternal depression is not due solely to genetic factors.…”

Section: Discussionmentioning

confidence: 99%

Maternal Depression in Early Childhood and Developmental Vulnerability at School Entry

Wall‐Wieler¹,

Roos

Gotlib³

2020

Pediatrics

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OBJECTIVES:To assess the relation between exposure to maternal depression before age 5 and 5 domains of developmental vulnerability at school entry, overall, and by age at exposure. METHODS:This cohort study included all children born in Manitoba, Canada, who completed the Early Development Instrument between 2005 and 2016 (N = 52 103). Maternal depression was defined by using physician visits, hospitalizations, and pharmaceutical data; developmental vulnerability was assessed by using the Early Development Instrument. Relative risk of developmental vulnerability was assessed by using log-binomial regression models adjusted for characteristics at birth. RESULTS:Children exposed to maternal depression before age 5 had a 17% higher risk of having at least 1 developmental vulnerability at school entry than did children not exposed to maternal depression before age 5. Exposure to maternal depression was most strongly associated with difficulties in social competence (adjusted relative risk [aRR]

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Section: Discussionmentioning

confidence: 99%

Maternal Depression in Early Childhood and Developmental Vulnerability at School Entry

Wall‐Wieler¹,

Roos

Gotlib³

2020

Pediatrics

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“…In contrast, prosocial behavior is a positive outcome linked to greater academic and social adjustment, and this promoting effect persists into adulthood (Brook et al, 2013). Furthermore, adolescents and their parents often provide divergent assessments of adolescents' psychological outcomes (Lohaus et al, 2020), and this leads to difficulties in interpretation. In addition to adolescents' self-reports, the present study also took parent reports of adolescents' internalizing and externalizing problems and prosocial behavior into consideration.…”

Section: Parenting Profiles and Adolescent Developmentmentioning

confidence: 99%

Autonomy-related Parenting Profiles and their Effects on Adolescents’ Academic and Psychological Development: A Longitudinal Person-oriented Analysis

Teuber

Tang

Sielemann

et al. 2021

J Youth Adolescence

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The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, Mage at T1 = 10.82 years, age span = 10–17), four autonomy-related parenting profiles were found: Supportive (~17%), Controlling (~31%), Unsupportive-Uncontrolling (~17%), and Limited Supportive (~35%). The results suggest that the Supportive profile contributes to adolescents’ positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles’ stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.

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“…As such, literature exists in several disciplines on influences of reports on child behaviors, including parenting stress, depression, and child behavior. 2 It should be noted that trends in these data are not consistent; however, individual studies prompt questions related to interpretation of parent report. As an example, parentreported self-efficacy predicted negative infant temperamenteven when self-efficacy was assessed prior to the child's birth.…”

mentioning

confidence: 94%

“…Outside of the group described in this report, others who may be similarly at risk given the literature in other areas include parents of pediatric patients with internalizing (anxiety, depression) concerns 4 and stressed parents. 2 Again, while trends on influences on respondent reporting are most definitely not conclusive, 4 consideration of the impact of the respondent's cognitive or emotional status should be given when interpreting results.…”

mentioning

confidence: 99%

Considering the source: implications of factors affecting parent-proxy reports of pediatric sleep

Dore-Stites

Hassan

2021

Journal of Clinical Sleep Medicine

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Cross-Informant Discrepancies and their Association with Maternal Depression, Maternal Parenting Stress, and Mother-Child Relationship

Cited by 28 publications

References 41 publications

Maternal Depression in Early Childhood and Developmental Vulnerability at School Entry

Maternal Depression in Early Childhood and Developmental Vulnerability at School Entry

Autonomy-related Parenting Profiles and their Effects on Adolescents’ Academic and Psychological Development: A Longitudinal Person-oriented Analysis

Considering the source: implications of factors affecting parent-proxy reports of pediatric sleep

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