Family leisure and social support: Relations with parenting stress and psychological well-being in head start parents

Roggman, Lori A.; Moe, S. T.; Hart, Andrea D.; Forthun, Larry F.

doi:10.1016/0885-2006(94)90020-5

Cited by 54 publications

(31 citation statements)

References 38 publications

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“…Adding these paths improved the various measures of fit in both models (e.g., GFI went from .898 to .914 in the academic performance model, and from .893 to .907 in the prosocial model). We added two other paths to the prosocial behaviour model, both theoretically defensible: from both Social Support and Neighbourhood Cohesion to Recreational Participation (Roggman, Moe, Hart, & Forthun, 1994). The addition of these paths improved the path estimates from Recreational Participation to Prosocial Behaviour.…”

Section: Structural Equation Modellingmentioning

confidence: 97%

Pathways to Children’s Academic Performance and Prosocial Behaviour: Roles of physical health status, environmental, family, and child factors

King

McDougall

DeWit

et al. 2005

International Journal of Disability, Development and Education

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The objective of this article is to examine the pathways by which children's physical health status, environmental, family, and child factors affect children's academic performance and prosocial behaviour, using a theoretically-based and empirically-based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross-sectional, parent-report data for approximately 10,000 Canadian children aged 6-11 years from the 1994-95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child's age and sex, and included 3 groups of children (those with activity-limiting conditions, non-activity-limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity-limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children's academic and social outcomes.

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Section: Structural Equation Modellingmentioning

confidence: 97%

Pathways to Children’s Academic Performance and Prosocial Behaviour: Roles of physical health status, environmental, family, and child factors

King

McDougall

DeWit

et al. 2005

International Journal of Disability, Development and Education

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“…The parents' overall psychological well-being is also related to parenting stress with maternal psychopathology (e.g., depression) being related to higher levels of parenting stress (Misri et al 2006;Sheinkopf et al 2006;Webster-Stratton and Hammond 1988). On the other hand, greater emotional and social support from partners, family members, and friends, appear to be related to lower levels of parenting stress (Abidin and Brunner 1995;Roggman et al 1994;Budd et al 2006) and can buffer the potential negative effects of other risk factors such as being a young parent and/or economically disadvantaged (Adamakos et al 1986;Richardson et al 1995;Ceballo, and McLoyd 2002).…”

mentioning

confidence: 91%

Severity of Children’s ADHD Symptoms and Parenting Stress: A Multiple Mediation Model of Self-Regulation

Graziano

McNamara

Geffken

et al. 2011

J Abnorm Child Psychol

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The goal of the current study was to determine the extent to which the perceived self-regulation deficits across behavioral, cognitive, and emotional domains seen in children with ADHD explain the association between the severity of ADHD symptoms and parenting stress. Participants for this study included 80 children (mean age = 10 years, 9 months) with a DSM-IV diagnosis of ADHD confirmed by a comprehensive clinical diagnostic assessment. Parents reported their own stress levels as well as the severity of their children's ADHD symptoms, aggression, emotional lability, and executive functioning difficulties. Results indicated that the severity of children's hyperactivity/impulsivity symptoms but not their inattention related to parenting stress. Multiple mediational analyses indicated that the association between hyperactivity/impulsivity and parenting stress was explained by children's perceived comorbid aggression levels, emotional lability, and executive functioning difficulties. No significant differences in the strength of the mediators were found. The current study provides initial data showing that the perceived impairments in children's self-regulation across emotional, cognitive, and behavioral domains are what parents report as stressful, not simply the severity of ADHD symptoms. Due to the cross-sectional nature of this study and shared variance from relying solely on parent report, it will be critical for future research to replicate our findings using longitudinal and multi-informant data such as teacher reports and standardized assessments.

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“…These studies show that social support is associated with better psychological well-being (Turner, 1981), reduced stress or better emotional well-being (King, King, et al, 1999;McDonald et al, 1999;Roggman et al, 1994), and perceptions of happiness and success in life (King, Cathers, Miller Polgar, et al, 2000;Reiff et al, 1997).…”

mentioning

confidence: 93%

Social Support Processes and the Adaptation of Individuals With Chronic Disabilities

et al. 2006

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In a qualitative study examining turning points in life, 15 adults with chronic disabilities (cerebral palsy, spina bifida, or attention deficit disorder) provided information about the nature and meaning of their social support experiences. The study revealed three types of psychological support linked to self-perceptions and enabling beliefs: (a) emotional support (valuing and acceptance leading to perceptions of "being believed in" and a sense of self-esteem), (b) instrumental support (guidance and provision of strategies leading to self-efficacy), and (c) cognitive support (affirmation, confirmation, and new perspectives leading to coherence in self-concept and worldview). The findings have important implications for service delivery with respect to understanding client needs for different kinds of support, especially at periods of transition, and for providing optimal experiences and creating supportive environments. In particular, the role of cognitive support deserves more attention in understanding the adaptation of individuals with chronic disabilities.

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Family leisure and social support: Relations with parenting stress and psychological well-being in head start parents

Cited by 54 publications

References 38 publications

Pathways to Children’s Academic Performance and Prosocial Behaviour: Roles of physical health status, environmental, family, and child factors

Pathways to Children’s Academic Performance and Prosocial Behaviour: Roles of physical health status, environmental, family, and child factors

Severity of Children’s ADHD Symptoms and Parenting Stress: A Multiple Mediation Model of Self-Regulation

Social Support Processes and the Adaptation of Individuals With Chronic Disabilities

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