Parental Cognitions: Relations to Parenting and Child Behavior

Johnston, Charlotte; Park, Joanne L.; Miller, Natalie V.

doi:10.1007/978-3-319-94598-9_17

Cited by 33 publications

(35 citation statements)

References 115 publications

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“…Dual-process models of cognition (Andersen, Moskowitz, Blair, & Nosek, 2007) extend this model by suggesting that for many parents, their initial, automatic attributions may be child-blaming in response to child misbehaviour. However, top-down information processing abilities (i.e., EFs) are proposed to allow parents to override these initial negative attributions, if they are motivated to do so, by considering mitigating information (e.g., the child is tired) or their own parenting goals (e.g., parental kindness is important; Johnston, Park, & Miller, 2019). These models imply an effortful and conscious processing of information that is subject to disruption by the experience of stress (e.g., Pinderhughes, Dodge, Bates, Pettit, & Zelli, 2000;Wang, Deater-Deckard, & Bell, 2013) or poor EF skills (e.g., Azar, McGuier, Miller, Hernandez-Mekonnen, & Johnson, 2017).…”

Section: Parental Cognitionsmentioning

confidence: 99%

The Relations Among Stress, Executive Functions, and Harsh Parenting in Mothers

Park

Johnston

2020

J Abnorm Child Psychol

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Stress is a common experience in most mothers' lives, and theoretical models posit that mothers' experience of stress may spillover into their parenting behaviours. However, individual factors, such as maternal executive functioning (EF) skills, may buffer the association between stress and parenting. Research has examined these associations using correlational designs with socioeconomic status (SES) and household chaos used as indicators of stress, and has demonstrated inconsistent patterns with regard to the moderating role of EF. The first aim of this study was to replicate previous findings by examining how maternal EF moderates the association between SES and household chaos, and harsh parenting. Furthermore, because correlational research designs preclude the ability to make causal inferences about the effects of stress on parenting, the second aim of this study extended existing research by investigating the effects of experimentally induced stress on harsh parenting behaviours and whether maternal EF moderates these effects. The second aim also investigated these questions in relation to childblaming attributions. To accomplish these aims, a sample of 104 mothers with children (6-10 years old) participated in a laboratory-based study. Mothers completed measures that assessed their EF skills, household chaos, SES, and harsh parenting behaviours. Additionally, mothers were randomly assigned to either a stress group, where they performed a speech in front of a panel of judges, or a control group. Following the stress (or control) induction, mothers rated their child-blaming attributions and harsh parenting behaviours in response to vignettes of common child misbehaviours. Findings from the first aim revealed an interaction between household chaos and EF (assessed with cognitive tasks), such that greater EF skills reduced the association between household chaos and harsh parenting behaviours. However, findings from the second aim indicated no significant effects of experimentally induced stress on child-blaming This study was approved by the Behavioural Research Ethics Board at the University of British Columbia (Approval Certificate Number: H17-02560).

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Section: Parental Cognitionsmentioning

confidence: 99%

The Relations Among Stress, Executive Functions, and Harsh Parenting in Mothers

Park

Johnston

2020

J Abnorm Child Psychol

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“…Esta medida es clave para conocer las autoevaluaciones de las madres, padres o cuidadores, es decir, las ideas o creencias que tienen sobre su rol parental fuertemente influidas por el contexto sociocultural de la familia (Bornstein et al, 1998). Asimismo, su medición puede contribuir a la comprensión de los procesos perceptuales y cogniciones que podrían mediar la relación parentofilial, ya que estos impactarían en las decisiones y conductas parentales (Johnston et al, 2018).…”

Section: Discussionunclassified

Adaptación y validación argentina de una versión breve de la Escala de Parentalidad Positiva (E2p)

2020

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Antecedentes: la parentalidad positiva se caracteriza por promover relaciones saludables en la familia basadas en el ejercicio de la responsabilidad parental, garantizar los derechos de los hijos y optimizar su potencial desarrollo y bienestar. Dada la importancia de esta temática para el buen desarrollo de los niños, es fundamental contar con instrumentos adecuados para su evaluación. Objetivo: adaptar y validar a la Argentina una versión breve de la Escala de Parentalidad Positiva (E2p) de Gómez y Muñoz (2014). Método: la escala fue administrada a una muestra de 546 padres y madres (edad: M = 38.54; DE = 6.37). Se estudió el funcionamiento de los ítems, se realizaron análisis factoriales confirmatorios para establecer si la estructura factorial de la forma breve permanecía estable con respecto a la de la forma completa y se calculó la consistencia interna de la escala. Resultados: el modelo factorial propuesto fue puesto a prueba a través de un AFC con el método ULS que indicó un ajuste muy satisfactorio del modelo abreviado. La consistencia interna de la prueba fue adecuada para la escala total y por dimensiones. Conclusiones: Finalmente, se discuten los hallazgos, limitaciones y futuras líneas de investigación.

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“…The complex links between caregiver cognitions and well‐being, their parenting behavior, and child outcomes is described in different theoretical frameworks such as the multiple determinants of parenting (Belsky & Jaffee, 2006), family stress theory (Hill, 1958), and parental self‐efficacy theory (Bandura & Adams, 1977). Cognitions guide parents' processing of information about their children, their children's behavior, and their role as parents to inform their decisions on how to act (Johnston et al, 2018). Indeed, negative cognitions have, for example, been found to predict coercive parenting behavior and subsequently disruptive child behavior (Smith et al, 2015).…”

Section: Theoretical Foundations For and Empirical Evidence Of The Immentioning

confidence: 99%

Understanding Differential Effectiveness of Behavioral Parent Training from a Family Systems Perspective: Families Are Greater than “Some of Their Parts”

Weeland

Helmerhorst

Lucassen

2021

J of Family Theo & Revie

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Behavioral parent training (BPT) is a theory-driven, evidence-based, and widely used intervention strategy for preventing and decreasing children's disruptive behavior problems, indirectly via improved parenting behavior. However, not all families benefit equally from BPT. To date, our knowledge of who benefits (and who does not) and our understanding of why some families benefit more than others is limited. An important challenge for research and practice is finding ways to tailor interventions to the needs of an individual family and increase their effectiveness. We put forward family systems theory as a tool to

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Parental Cognitions: Relations to Parenting and Child Behavior

Cited by 33 publications

References 115 publications

The Relations Among Stress, Executive Functions, and Harsh Parenting in Mothers

The Relations Among Stress, Executive Functions, and Harsh Parenting in Mothers

Adaptación y validación argentina de una versión breve de la Escala de Parentalidad Positiva (E2p)

Understanding Differential Effectiveness of Behavioral Parent Training from a Family Systems Perspective: Families Are Greater than “Some of Their Parts”

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