Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample.

Zaslow, Martha; Weinfield, Nancy S.; Gallagher, Megan; Hair, Elizabeth C.; Ogawa, John R.; Egeland, Byron; Tabors, Patton O.; Temple, Jeanne M. De

doi:10.1037/0012-1649.42.1.27

Cited by 139 publications

(117 citation statements)

References 37 publications

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“…Regarding prediction of child development from varying methods of assessing parenting constructs in other groups, recent work with a lowincome African American sample (Zaslow, Weinfield, Gallagher, Hair, Ogawa, Egeland, Tabors, & De Temple, 2006) indicates that differing methodologies -parental report, naturalistic observations, and structured observations -all show some ability to predict child outcomes. However, structured laboratory observations, videotaped and rated by trained, reliable coders, showed the greatest and most consistent prediction.…”

Section: Discussionmentioning

confidence: 98%

Parenting Preschoolers in Rural Appalachia: Measuring Attitudes and Behaviors and their Relations to Child Development

Fish¹,

Amerikaner

Lucas

2007

Parenting

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SYNOPSISObjective. This study examines the relations between multiple measures of parenting attitudes and behaviors and to child development in a sample of low-SES rural Appalachian European American families. Design. Seventy mothers completed questionnaire measures of parenting attitudes and behaviors, described their parenting behaviors in open-ended interviews, and were observed interacting with their child in the laboratory. Children were assessed with measures of mother-reported behavior problems, kindergarten teacher ratings of social competence, and standardized language scores. Results. Very limited convergence was found between parenting measures. These relations were more evident among measures with common source variance (parent-report) or those with more specific and concrete operational definitions of behavior. Rural Appalachian parenting, observed in the laboratory and described by mothers in interviews and questionnaires, accounted for significant variance in child social and language development, even when contextual predictors and child sex were taken into account. Negative parenting was more predictive than positive. Conclusion. In this little studied group, multiple methods identified individual differences in parenting behaviors, which related to behavior problems, language ability, and social competence in young children. The utility of semistructured parent interviews was validated.

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Section: Discussionmentioning

confidence: 98%

Parenting Preschoolers in Rural Appalachia: Measuring Attitudes and Behaviors and their Relations to Child Development

Fish¹,

Amerikaner

Lucas

2007

Parenting

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“…To date, the majority of studies of African American parenting have been cross-sectional, although the past decade has witnessed a growing Downloaded by [University of Minnesota Libraries, Twin Cities] at 12:51 14 October 2014 number of noteworthy longitudinal studies (e.g., Burchinal, Follmer, & Bryant, 1996;Bynum & Brody, 2005;Deater-Deckard et al, 1996;Gutman & Eccles, 1999Kilgore, Snyder, & Lentz, 2000;Kim, Brody, & Murry, 2003;Kotchick, Dorsey, & Heller, 2005;Shumow, Vandell, & Posner, 1998;Simons, Simons, Burt, Drummund, Stewart, Brody, et al, 2006;Smetana, 2000;Zaslow et al, 2006). One reason for the relative lack of longitudinal studies on African Americans is the challenge of maintaining the integrity of the original sample over time, which can be exacerbated in the context of a relatively mobile, and often under-resourced African American population.…”

Section: Participant Retentionmentioning

confidence: 98%

“…For example, in a recent study, parenting measures during preschool were examined as predictors of children's cognitive and socioemotional outcomes in middle childhood in about 300 low-income, African American mother-child dyads (Zaslow, Weinfield, Gallagher, Hair, Ogawa, Egeland, et al, 2006). Parenting in preschool was assessed using self-report, the Home Observation for Measurement of the Environment-Short Form (HOME; Caldwell & Bradley, 1984), and observational methods.…”

Section: Quantitative Approachesmentioning

confidence: 99%

Challenges to the Study of African American Parenting: Conceptualization, Sampling, Research Approaches, Measurement, and Design

et al. 2008

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SYNOPSISObjective. The primary purpose of this review is to highlight methodological challenges to the study of African American parenting. Over the past two decades, research on African American parenting has burgeoned, and attempts have been made to address the shortcomings of prior work in this area. Recent studies have shed new light on the heterogeneity of African American parenting and help to identify promising directions for future research. Design. In this paper, we overview research on African American parenting, with emphasis on studies conducted over the past two decades. We discuss challenges, strengths, and gaps in the areas of conceptualization, sampling, research approaches, measurement, and design. Results and Conclusions. Great strides have been made in the methodological rigor of studies on African American parenting which have yielded a more complex understanding of parenting practices and outcomes in this population. Future research should attend to variation in the nature and influences of parenting across different subgroups of the African American population. Additionally, researchers should increasingly rely on multiple methodologies (e.g., surveys, observations, qualitative interviews); ground the measurement of parenting in the experiences of African American populations; and examine patterns within a developmental context. These research directions promise to yield new findings on processes that are unique to African American families, as well as highlight those that are common to parents across racial and ethnic groups.

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“…On the other hand, this approach allows for a more standardized assessment of teacher sensitivity and thus a more accurate assessment of differences between teacher-child dyads (cf. Zaslow et al, 2006). Furthermore, it may be noted that children's (maladaptive) behaviors during the dyadic situation might have influenced the sensitivity of the teachers.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Spilt¹,

Vervoort²,

Verschueren³

2018

School Psychology Quarterly

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It is suggested that dependent teacher-child relationships are associated with emotional insecurity and a lack of autonomous exploration that interferes with children’s school development. This might be especially observed among children with attachment problems who may have developed a profound sense of insecurity in relationships with others. In this study, the effects of dependency on children’s classroom and peer engagement were examined as well as the protective role of teacher sensitivity. The sample included 85 Belgian children with mild to severe attachment problems and 70 teachers from special education schools. Data on teacher sensitivity and teacher-child relationship quality (dependency, conflict, closeness) were collected in the first trimester of the school year using independent observations and teacher questionnaires respectively. Teachers also completed questionnaires on classroom engagement (independent classroom participation) and peer engagement (social withdrawal) in the first, second, and third trimester. Dependency was uniquely associated with lower levels of independent classroom participation. Moreover, low teacher sensitivity predicted declines in independent classroom participation among overly dependent children, whereas high teacher sensitivity predicted growth in independent classroom participation. Dependency and teacher sensitivity did not predict social withdrawal. This study highlights the importance of teachers being sensitive to the needs of overly dependent children to support the autonomous exploratory behavior of these children.

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Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample.

Cited by 139 publications

References 37 publications

Parenting Preschoolers in Rural Appalachia: Measuring Attitudes and Behaviors and their Relations to Child Development

Parenting Preschoolers in Rural Appalachia: Measuring Attitudes and Behaviors and their Relations to Child Development

Challenges to the Study of African American Parenting: Conceptualization, Sampling, Research Approaches, Measurement, and Design

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

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