How Do Mothers’ Parental Attributions Affect Child Outcomes from a Positive Parenting Intervention? A Mediation Study

Sawrikar, Vilas; Hawes, David J.; Moul, Caroline; Dadds, Mark R.

doi:10.1007/s10578-019-00942-0

Cited by 12 publications

(13 citation statements)

References 57 publications

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“…hostile intent; emphasizing causes that are stable and internal to the child) that interfere with parenting and treatment (Sawrikar & Dadds, 2018). In line with the prediction that attributional change is implicated in the broader change processes of treatment, we found that improvements in mothers' attributions explained unique variance in the outcomes of children with CPs 3 months following treatment (Sawrikar, Hawes, Moul, & Dadds, 2019).…”

Section: From Participation To Enactmentsupporting

confidence: 82%

Practitioner Review: Parenting interventions for child conduct problems: reconceptualising resistance to change

Hawes

Dadds

2021

Child Psychology Psychiatry

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Parenting interventions based on social learning theory have received extensive empirical support in the treatment of child conduct problems; yet, they fail to produce lasting gains in as many as a third of cases. Perspectives on these poor outcomes have been informed by numerous lines of research, and practitioner recommendations for improving such outcomes have often emphasized processes related to clinical engagement. In this Practitioner Review, we examine recent theory and evidence pertaining to these processes, including emerging research into the therapeutic relationship across face-to-face and eHealth treatment modalities, and the clinical engagement of both mothers and fathers. The concept of resistance to change is examined in light of these developments, and it is argued that the process of overcoming such resistance can be characterized as one of reflective practice. A novel process model based on this perspective is presented, comprising practical clinical strategies that are designed to be initiated from the earliest contacts with a family and build on one another across treatment.

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Section: From Participation To Enactmentsupporting

confidence: 82%

Practitioner Review: Parenting interventions for child conduct problems: reconceptualising resistance to change

Hawes

Dadds

2021

Child Psychology Psychiatry

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“…Positively worded items were reverse scored and all items were used to calculate a higher-order Total Scale of child-responsible attributions for problem behaviours (e.g., under the child's control, permanent, and dispositional) similar to other self-report measures of parental attributions [35]. The PAM previously showed excellent reliability in clinical samples involving parents of children with behavioural problems [36,37]. The internal consistency for the total scale in the current community sample was acceptable (α = 0.66).…”

Section: Methodsmentioning

confidence: 99%

“…Test-retest reliability calculation based on n = 19 mothers who participated in the survey at two timepoints with approximately eight weeks between administrations (range = 6.82-12.68 weeks). Details of data collection for calculating test-retest reliability are reported in[37] …”

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confidence: 99%

Bridging the gap between child mental health need and professional service utilisation: Examining the influence of mothers’ parental attributions on professional help-seeking intentions

Sawrikar

Diaz

Tully

et al. 2020

Eur Child Adolesc Psychiatry

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There is a significant gap between the need for child mental health services and use of these services by families. Parental attributions may play a role in this. This study examined whether mothers’ attributions about their child’s problems influence professional help-seeking intentions in a general sample of community mothers. Secondary analysis re-examined this hypothesis in a subgroup of mothers of children with clinically elevated mental health symptoms. Cross-sectional survey data were collected from mothers (N = 184) of children aged between 2 and 12 years recruited from the community. Mothers completed self-report questionnaires measuring parental attributions: child-responsible attributions and parental self-efficacy; professional help-seeking intentions; and psychosocial covariates: child mental health, mothers’ anxiety and depression, child age, gender, marital status, education, and professional help-seeking experience. Hierarchical regression modelling indicated that parental attributions explained professional help-seeking intentions after controlling for covariates in both the general sample (ΔF = 6.07; p = .003) and subgroup analysis (ΔF = 10.22, p = .000). Professional help-seeking intentions were positively associated with child-responsible attributions (β = .19, p = .002) but not parental self-efficacy (β = – .01, p = .865) in the general sample, while positively associated with child-responsible attributions (β = .20, p = .009) and negatively associated with parental self-efficacy (β = – .16, p = .034) in the subgroup analysis. Findings were independent of the presence of clinically elevated symptoms, problem type, and severity. Overall, the findings support models suggesting that parental attributions have a role in professional help-seeking for child mental health problems.

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“…Precisely, parents tend to attribute their children's academic positive outcomes to internal, stable and dispositional factors to the child (ability), whereas they make references to unstable, external and situational factors for the child's negative outcomes (Dunton, McDevitt, & Hess, 1988;Goodnow, 1988;Holloway & Hess, 1985;Natale et al, 2009;Raty, Vanska, Kasanen, & Karkkainen, 2002;Rytkönen et al, 2005). Such an attributional pattern sustains the good caretaker parental role (Sawrikar & Dadds, 2018;Sawrikar et al, 2019). However, some studies have obtained different results.…”

Section: Parental Attributionsmentioning

confidence: 82%

“…Weiner's (1992,2000,2001,2003,2010) attribution theory, on which this study is based, represents a comprehensive theoretical framework for understanding motivation for achievement outcomes from the intrapersonal perspective, which refers to the attributions individuals make for their performance, and from the interpersonal perspective, which concerns the attributions made for outcomes experienced by others, and how perceptions of another's responsibility for an outcome contributes to other-directed emotions (gratitude, anger) and behaviors (punishment, support) (Schunk & Zimmerman, 2006;Wand & Hall, 2018). This theory has proved useful in examining how parents explain and evaluate their children's academic performance (Kinlaw, Kurtz-Costes, & Goldman-Fraser, 2001;Natale et al, 2009;Rytkönen, Aunola, & Nurmi, 2005;Sawrikar, Hawes, Moul, & Dadds, 2019).…”

Section: Parental Attributionsmentioning

confidence: 99%

Parental Competence Beliefs and Attributions for Achievement in Kindergarten: Effects on Parent Expectations

Στεφάνου

Doulkeridou²

2020

IJSSR

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The aim of this study was to examine (a) parental attributions for children’s performance in language, mathematics and globally school in kindergarten, (b) whether parents’ perceptions concerning their children’s academic ability predict the children’s school performance in kindergarten, the subsequent parental attributions, and the impact of school performance and parental attributions on parental expectations concerning their children’s later school performance in the first primary school year, and (c) the role of the three sets of concepts (perceived academic ability, performance in kindergarten, and subsequent parent attributions) in the formulation of parent expectations. The participants were parents of 150 kindergarten children (80 girls, 70 boys), who were randomly recruited from 45 state kindergartens of various towns of Greece. The results revealed: (a) parents attributed their children’s good performance to stable and, mainly, internal and personal controllable to the children’s factors, (b) the higher parents estimated their children’s ability, the better the children performed in the respective school subject, and the higher the parental attributions to internal, stable, personal controllable and external uncontrollable to the children’s factors were, (c) variability in the effect of parents’ perceptions of their children’s ability on attributions and performance between and within school subjects, in favoring language, and least favoring general school performance and (d) although parental perceived children’s academic ability was the most powerful predictor of parents’ expectations regarding their children’s performance in grade one, both the children’s past performance and the subsequent parental attributions accounted for a positive significant portion of the variance of it.

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How Do Mothers’ Parental Attributions Affect Child Outcomes from a Positive Parenting Intervention? A Mediation Study

Cited by 12 publications

References 57 publications

Practitioner Review: Parenting interventions for child conduct problems: reconceptualising resistance to change

Practitioner Review: Parenting interventions for child conduct problems: reconceptualising resistance to change

Bridging the gap between child mental health need and professional service utilisation: Examining the influence of mothers’ parental attributions on professional help-seeking intentions

Parental Competence Beliefs and Attributions for Achievement in Kindergarten: Effects on Parent Expectations

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