Exploring the cycle of mother-child relations, maternal confidence, and children's aggression

Martin, Andrew J.; Linfoot, Ken; Stephenson, Jennifer

doi:10.1080/00049530008255365

Cited by 16 publications

(8 citation statements)

References 32 publications

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“…The significant impact of online parenting programs on parents’ psychological health has important implications for positively influencing parenting behaviors. Past studies have linked poor parental psychological health, including depression (Lovejoy, Graczyk, O’Hare, & Neuman, 2000), heightened stress (Sturge-Apple, Skibo, Rogosch, Ignjatovic, & Heinzelman, 2011), and low parental confidence (Martin, Linfoot, & Stephenson, 2000) to problematic parenting practices. With online parenting programs decreasing levels of parent stress and parent depression, as well as increasing levels of parenting confidence, this may provide additional support in increasing positive parenting practices.…”

Section: Discussionmentioning

confidence: 99%

Do online parenting programs create change?: A meta-analysis.

Spencer¹,

Topham²,

King

2020

Journal of Family Psychology

126

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With online education and programs becoming increasingly common, it is necessary to examine their effectiveness. In this study, we conduct a meta-analysis of online parenting programs. In this meta-analysis, we included 28 studies yielding 127 effect sizes examining 15 outcome variables. We found that online parenting programs had the strongest effects on increasing positive parenting and parents' encouragement. We also found significant effects of reducing negative parent-child interactions, child problem behaviors, negative discipline strategies, parenting conflicts, parent stress, child anxiety, parent anger, and parent depression. Results also revealed programs' significant effects on increasing parent confidence, positive child behavior and parenting satisfaction. Comparisons of programs that included clinical support (meaning programs through which participants had access to content experts, therapists, or content specialists in conjunction with the online program) versus programs that only contained online components, revealed no significant differences in 6 program outcomes between programs with and without clinical support. Comparisons of programs provided to targeted populations versus general populations revealed no significant differences in four program outcomes between populations. Results suggest that online parenting programs can provide benefits for parents who may not be able to access in-person resources.

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Section: Discussionmentioning

confidence: 99%

Do online parenting programs create change?: A meta-analysis.

Spencer¹,

Topham²,

King

2020

Journal of Family Psychology

126

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“…Dichotomous Yes/No scales were used to assess: resources within the home (from PISA 2006; e.g., 'A quiet place to study, a computer, a desk to study at'), parental assistance with educational matters and issues in the home (e.g., 'Helped prepare for a school test or similar'), whether parents had helped or encouraged the child to participate in out-of-home activities (e.g., 'Event sponsored by a religious group'), parenting style (adapted from Cohen et al, 1977;Martin, Linfoot & Stephenson, 2000) in relation to school and learning (e.g., 'My parents listen to my views about my learning'), and parental involvement within school in the first school term (e.g., 'Attended a school function such as play or performance night'; US Department of Education, 2003). On ethnicity, participants were asked if they spoke English (0) or another language (1 -non-English-speaking background, NESB) at home.…”

Section: Methodsmentioning

confidence: 99%

Home, Parents, and Achievement Motivation: A Study of Key Home and Parental Factors that Predict Student Motivation and Engagement

Mansour

Martin²

2009

The Australian Educational and Developmental Psychologist

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The home and parental factors that predict achievement motivation are an important focus in research, because they are a clear point for potential educational and psychological support for students. The present study investigates the achievement motivation of high school students, in the context of parental and home factors such as home resources, in- and out-of-home parental assistance, parenting style, and parental involvement in the school. Among a sample of 100 Australian high school students, hierarchal multiple linear regression analyses were performed in order to determine the relative salience of the proposed home and parental factors predicting students' achievement motivation. Results demonstrated that over and above demographic factors such as age, gender and ethnicity, home and parental factors do indeed play a critical function in predicting student motivation and engagement. Specifically, the study reveals that home resources and parenting style are the most salient home and parental factors associated with key aspects of achievement motivation and engagement (planning, task management, teacher–student relationships — positively, and self-handicapping — negatively). These findings affirm the role of the home and parents in students' academic development. Implications for future research and practice harnessing the present findings are discussed.

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“…That is, mothers who were more knowledgeable about child development, and more confident in their abilities as mothers, had higher quality interactions with their toddlers. In a more recent study, Martin, Linfoot, and Stephenson (2000) found that children's aggression was significantly associated with lower maternal confidence. In their study, Walker and Cheng (2007) found that while maternal stress was directly related to child behaviour,…”

Section: Early Child Development and Carementioning

confidence: 96%

The everyday concerns of mothers of young children and the motivation to seek ongoing parenting support from experts

Murphy

Zweifach

Hoffman

2012

Early Child Development and Care

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Despite a significant body of work that documents the importance of mother -child relationships, the studies on programmes that support these relationships are few, particularly with respect to subclinical populations. In this report, we coded the responses of 114 mothers of infants and toddlers to open-ended questions in order to identify the nature and frequency of the concerns that prompted them to participate in mother -child groups. The responses were coded by two independent raters who achieved a strong inter-rater reliability on the 21-item coding system that was developed. Mothers who reported concerns about their confidence/ambivalence about being a mother and those who indicated a desire for support and guidance from others were significantly more likely to continue to seek ongoing assistance with parenting and enrol for more semesters than mothers who did not express such concerns at intake.

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Exploring the cycle of mother-child relations, maternal confidence, and children's aggression

Cited by 16 publications

References 32 publications

Do online parenting programs create change?: A meta-analysis.

Do online parenting programs create change?: A meta-analysis.

Home, Parents, and Achievement Motivation: A Study of Key Home and Parental Factors that Predict Student Motivation and Engagement

The everyday concerns of mothers of young children and the motivation to seek ongoing parenting support from experts

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