Parenting knowledge among adolescent mothers

Parks, Peggy L.; Smeriglio, Vincent L.

doi:10.1016/s0197-0070(83)80369-6

Cited by 25 publications

(13 citation statements)

References 17 publications

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“…Past small- and large-scale surveys have pointed descriptively to substantial variation in parenting knowledge (e.g., Civitas Initiative, Zero to Three, & Brio Corporation, 2000; Clarke-Stewart, 1978, 1998; Oldershaw, 2002; Young, 1991). However, empirical studies of parenting knowledge have largely concentrated on non-normative risk samples (e.g., mothers of low birth weight and preterm infants), and most studies have been limited to knowledge of developmental milestones or parents’ perceptions of relations between caregiving practices and developmental outcomes (Parks & Smeriglio, 1983; Sistler & Gottfried, 1990; Smeriglio & Parks, 1983; Stevens, 1984). We attempted to extend this tradition by exploring parenting knowledge in a wide variety of mothers in different walks of life.…”

Section: Two Questions About Parenting Knowledgementioning

confidence: 99%

Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children.

Bornstein¹,

Cote²,

Haynes³

et al. 2010

Developmental Psychology

175

160

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Knowledge of childrearing and child development is relevant to parenting and the well-being of children. In a sociodemographically heterogeneous sample of 268 European American mothers of 2-year-olds, we assessed the state of mothers’ parenting knowledge, compared parenting knowledge in groups of mothers who varied in terms of parenthood and social status, and identified principal sources of mothers’ parenting knowledge in terms of social factors, parenting supports, and formal classes. On the whole, European American mothers demonstrated a fair but less than complete basic parenting knowledge, and mothers’ age, education, and rated helpfulness of written materials each uniquely contributed to their knowledge. Adult mothers scored higher than adolescent mothers, and mothers improved in their knowledge of parenting from their first to their second child (and were stable across time). No differences were found between mothers of girls and boys, mothers who varied in employment status, or between birth and adoptive mothers. The implications of variation in parenting knowledge and its sources for parenting education and clinical interactions with parents are discussed.

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Section: Two Questions About Parenting Knowledgementioning

confidence: 99%

Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children.

Bornstein¹,

Cote²,

Haynes³

et al. 2010

Developmental Psychology

175

160

View full text Add to dashboard Cite

show abstract

“…A 20-year longitudinal study of children of adolescent parents found these children to be significantly more likely to experience early school dropout, unemployment, violent offending, and early parenthood (Jaffee, Caspi, Moffitt, Belsky, & Silva, 2001). Studies that explore the level of adolescent mothers' knowledge have focused predominately on low-income and minority women (Bavolek, 1989;Parks & Smeriglio, 1983;Stern & Alvarez, 1992;Tamis-Lemonda, Shannon, & Spellman, 2002). These studies have identified income, race, and education as strong predictors of maternal knowledge of child development; however, little research has investigated what adult mothers know and what characteristics influence their knowledge.…”

Section: Adolescent Mothers' Knowledge Of Child Developmentmentioning

confidence: 99%

What do mothers know? Maternal knowledge of child development

Reich

2005

Infant Ment. Health J.

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Maternal knowledge of child development has been shown to affect how mothers raise their children and the environments they provide. This study examines maternal knowledge of child development and whether level of knowledge varies by content area. Additionally, this study explored maternal characteristics that predict knowledge levels globally and by content area. Low-income women (N = 203) in the waiting room of an obstetric clinic (n = 97) and pediatric clinic (n = 106) in a southern state were asked to complete questionnaires on typical child development and demographic characteristics. Overall, women correctly answered 65% of the criterion-referenced knowledge questions. Mothers lacked the most knowledge about infant sleep patterns and developmental ability of 6-month-old infants. Maternal education, race, number of children, and assistance with childcare were significantly related to maternal knowledge. Identifying gaps in maternal knowledge and characteristics that correspond to knowledge deficits provides insight into how best to tailor educational interventions for mothers. ©2005 Michigan Association for Infant Mental Health.

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“…With regard to instrument development, additional psychometric work is in order on tools for measuring parents' developmental knowledge and attitudes. Recently published instruments may serve to expedite this work; e.g., Larsen and Juhasz's (1986) Knowledge of Child Development Inventory (KCDI) and Parks and Smerglio's (1983) tool for maternal assessment of the impact of infant caregiving practices. The availability of an internally consistent measure of knowledge of child development with the Knowledge of Child Development Inventory is especially helpful in light of the observed low reliabilities for the Field Scale.…”

Section: Discussionmentioning

confidence: 99%

“…(See Table 2.) Nine different scales measuring maternal attitudes have been employed with information on scale characteristics reported for four of these scales (i.e., Jarrett & Woodson-Turner, 1982; Parks & Smerglio, 1983;Roosa, 1983;Roosa, Fitzgerald, & Carlson, 1982b). Seventyfive percent of the studies have a comparative design for assessment of differences between teenage and adult mothers.…”

mentioning

confidence: 99%

“…In four of the studies younger mothers have described themselves as less tolerant and sensitive toward their infant's needs than older mothers (de Lissovoy, 1973;Field, Widmayer, Stringer, & Ignatoff, 1980;Gutelius, 1970;Jarrett & Woodson-Turner, 1982). Counterbalanced against these results are an equal number of reports of no differences in attitudes between adolescent and adult mothers (Parks & Smerglio, 1983;Roosa, 1983;Roosa, Fitzgerald & Carlson, 1982b;Zuckerman, Winsmore, & Alpert, 1979). The study by Green et al (1981) cannot be evaluated because age-specific differences are not presented.…”

mentioning

confidence: 99%

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Child-rearing expectations and developmental knowledge according to maternal age and parity

Reis

1988

Infant Ment. Health J.

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A convenience sample of 6% mothers was surveyed according to their attitudes toward childrearing and knowledge of developmental milestones. A majority of mothers, regardless of age, were incorrect in their assessment of when key infant abilities occur. When the responses were analyzed according to age, the youngest group of mothers (16 years and less) were least knowledgeable and had the least desirable child‐rearing attitudes of the three age groups, although these differences were no more than would be expected by chance alone. Parity (operationalized as no child versus at least one child) had few associations with maternal knowledge or attitudes within any of the three age groups analyzed. The results are discussed in terms of future research as well as in the context of the ongoing expansion of parenting programs for mothers and fathers of all ages.

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Parenting knowledge among adolescent mothers

Cited by 25 publications

References 17 publications

Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children.

Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children.

What do mothers know? Maternal knowledge of child development

Child-rearing expectations and developmental knowledge according to maternal age and parity

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