Predicting self-regulation and vocabulary and academic skills at kindergarten entry: The roles of maternal parenting stress and mother-child closeness

Harmeyer, Erin; Ispa, Jean M.; Palermo, Francisco; Carlo, Gustavo

doi:10.1016/j.ecresq.2016.05.001

Cited by 36 publications

(24 citation statements)

References 78 publications

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“…However, maternal warmth mediated the relation between maternal depression and children's reading achievement. Other studies focusing on different aspects of maternal mental health (e.g., anxiety and stress) also have shown that links between maternal mental health and child outcomes are mediated by parenting (e.g., Harmeyer, Ispa, Palermo, & Carlo, ). For instance, Harmeyer et al.…”

Section: Maternal Depression Parenting and Child Developmentmentioning

confidence: 98%

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Maternal Depression and the Development of Executive Function and Behavior Problems in Head Start: Indirect Effects Through Parenting

Baker

2018

Infant Mental Health Journal

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The present study used a large, nationally representative sample of Head Start children (N=3,349) from the Family and Child Experiences Survey of 2009 (FACES) to examine associations among maternal depression (measured when children were ˜36 months old) and children's executive function (EF) and behavior problems (measured when children were ˜48 months old). Preliminary analyses revealed that 36% of mothers in the sample had clinically significant levels of depressive symptoms. Furthermore, a path analysis with demographic controls showed a mediation effect that was significant and quite specific; mother-reported warmth (and not mother-child reading) mediated the path between maternal depression, children's EF, and behavior problems. Findings provide empirical support for a family process model in which warm, sensitive parenting supports children's emerging self-regulation and reduces the likelihood of early onset behavior problems in families in which children are exposed to maternal depression.

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Section: Maternal Depression Parenting and Child Developmentmentioning

confidence: 98%

“…For instance, Harmeyer et al. () reported that the associations between mother‐reported stress when their children were 15 months old and children's vocabulary skills just prior to kindergarten entry were mediated by mother–child relationships (i.e., closeness) at 25 months.…”

Section: Maternal Depression Parenting and Child Developmentmentioning

confidence: 99%

Maternal Depression and the Development of Executive Function and Behavior Problems in Head Start: Indirect Effects Through Parenting

Baker

2018

Infant Mental Health Journal

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“…Social interactions with mothers and fathers play a fundamental role in children’s self‐regulation and academic skills (Cabrera, Fagan, Wight, & Schadler, 2011; Harmeyer, Ispa, Palermo, & Carlo, 2016; Tamis‐LeMonda, Shannon, Cabrera, & Lamb, 2004). Given that poverty correlates with children’s academic skills, knowing the way parents and children interact with each other in low‐income contexts is critical to understand the family process that foster academic well‐being (Duncan & Brooks‐Gunn, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Also, Kalil, Ziol‐Guest, and Coley (2005) found that declines in resident fathers’ involvement with infants coincided with increases in mothers’ parenting stress. The toll that such psychological problems can take on mothers’ health and well‐being may interfere with the ability to consistently engage in mother‐child interactions that support effective regulation strategies (Albright & Tamis‐LeMonda, 2002; Harmeyer et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Parenting and children’s negative emotionality, self‐regulation, and academic skills: The moderating role of fathers’ residency

et al. 2020

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We examined whether fathers’ residency modified the associations among mothers’ supportiveness, father involvement, children’s negative emotionality during toddlerhood and children’s academic skills in pre‐kindergarten via children’s self‐regulation. Participants were 2,291 mothers (Mage = 23.24 years) and children (Mage = 14.99 months at Wave 1; 50.7% girls) in the Early Head Start Research and Evaluation Project. Results revealed distinctive associations by fathers’ residency: self‐regulation mediated the association between mothers’ supportiveness and academic skills only in resident‐father‐families. Self‐regulation mediated the association between negative emotionality and academic skills only in nonresident‐father‐families. The findings highlight the family processes of mothers, fathers, and children in low‐income family contexts that contribute to children’s academic skills, and how those family processes may vary by fathers’ residency status.

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Anxiety symptomatology and academic performance in adolescents: The role of parental emotional expressivity during conflict interactions

Zuzama

Roman‐Juan

Fiol‐Veny

et al. 2021

Psychology in the Schools

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Research has shown that anxiety in adolescents has a negative impact on a wide range of psychosocial variables, including academic performance. This study explored the role of parental emotional expressivity during conflict interactions with their children as a potential moderator of the relationship between anxiety symptomatology and academic performance in adolescents. The sample consisted of 54 adolescents and both of their parents, who were videotaped while discussing a conflict. The adolescents' anxious symptomatology was evaluated through a self-report questionnaire, while their academic performance was operationalized by using their grade point average. The total duration of the parents' emotional expressivity (both positive and negative affect) was obtained after being encoded. The results indicated that both the positive and negative affect of mothers served to moderate the relationship between the adolescents' anxiety symptomatology and academic performance. However, such association was only moderated when the mothers presented moderate/high levels of negative affect or low/moderate levels of positive affect. Paternal emotional expressivity, on the other hand, was found not to be associated with their children's academic performance. These results point to the importance of developing parental intervention guidelines that help to raise awareness of the impact of emotional expression when interacting with their children.

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Predicting self-regulation and vocabulary and academic skills at kindergarten entry: The roles of maternal parenting stress and mother-child closeness

Cited by 36 publications

References 78 publications

Maternal Depression and the Development of Executive Function and Behavior Problems in Head Start: Indirect Effects Through Parenting

Maternal Depression and the Development of Executive Function and Behavior Problems in Head Start: Indirect Effects Through Parenting

Parenting and children’s negative emotionality, self‐regulation, and academic skills: The moderating role of fathers’ residency

Anxiety symptomatology and academic performance in adolescents: The role of parental emotional expressivity during conflict interactions

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