Compensatory Effects of Maternal and Paternal Supportive Parenting in Early Childhood on Children's School-Age Adjustment

Autor/inn/en	Feldman, Julia S.; Dolcini-Catania, Luciano G.; Wang, Yan; Shaw, Daniel S.; Nordahl, Kristin Berg; Naerde, Ane
Titel	Compensatory Effects of Maternal and Paternal Supportive Parenting in Early Childhood on Children's School-Age Adjustment
Quelle	In: Developmental Psychology, 59 (2023) 6, S.1074-1086 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feldman, Julia S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001523
Schlagwörter	Foreign Countries; Parents; Student Adjustment; Parent Child Relationship; Parenting Styles; Social Support Groups; Child Development; Toddlers; Social Development; Emotional Development; Child Behavior; Hyperactivity; Conceptual Tempo; Antisocial Behavior; Emotional Adjustment; Adjustment (to Environment); Norway + Suchen Sie Ihr Suchwort? Ausland; Eltern; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Social support; Soziale Unterstützung; Kindesentwicklung; Infant; Infants; Toddler; Kleinkind; Soziale Entwicklung; Gefühlsbildung; Hyperaktivität; Emotionale Anpassung; Norwegen
Abstract	Both maternal and paternal supportive parenting (i.e., sensitivity, warmth, stimulation, and engagement) across early childhood have been found to be associated with multiple domains of children's positive socioemotional functioning. However, few studies have considered how maternal and paternal supportive parenting may interact to impact child development. Thus, the present study assessed direct and moderated longitudinal relations between maternal and paternal supportive parenting in toddlerhood (24 and 36 months, respectively) and fathers' and teachers' reports of children's socioemotional and behavioral adjustment in first grade. Data were drawn from a large, sample of Norwegian parents and children (N = 455, 51% female, 49% male, 10% endorsed financial strain, 75% of fathers and 86% of mothers born in Norway). After controlling for child temperamental activity level and soothability in infancy, path analysis revealed that higher paternal supportive parenting was associated with fewer symptoms of father-reported child hyperactivity/impulsivity in first grade. In addition, a significant interaction between maternal and paternal supportive parenting was evident for three out of the four assessed outcomes (per both father- and teacher-reports): externalizing problems, hyperactivity/impulsivity symptoms, and social skills. Simple slope analyses revealed a negative relation between parental supportive parenting and children's externalizing (father-reported) and hyperactivity/impulsivity problems (father- and teacher-reported) when the child's other parent engaged in low levels of supportive parenting. Similarly, paternal supportive parenting was positively associated with children's social skills (father-report) when mothers engaged in low levels of supportive parenting. Results are discussed with implications for including both mothers and fathers in early childhood research, intervention, and social policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01