Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Nievar, M. Angela; Moske, Amanda Kay; Johnson, Deborah J.; Chen, Qi

doi:10.1080/10409289.2013.788426

Cited by 52 publications

(27 citation statements)

References 99 publications

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“…Besides parenting behaviors that are related to child learning (such as homework support) and that in turn affect academic achievement, other mediating child characteristics might also be of influence (e.g., temperament and cognitive abilities). In this context, the child's school values and academic expectations are especially interesting, as research has demonstrated that these variables both differ between children of mentally ill and healthy parents and influence academic achievement (70, 71). Besides other child outcomes such as psychosocial functioning and subjective well-being, especially parenting skills and parenting styles in general might be important process variables.…”

Section: Methodsmentioning

confidence: 99%

Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study—Part I

et al. 2019

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Objectives: Mental disorders are frequent, associated with disability-adjusted life years, societal, and economic costs. Children of parents with a mental illness (COPMI) are at an increased risk to develop disorders themselves. The transgenerational transmission of mental disorders has been conceptualized in a model that takes parental and family factors, the social environment (i.e., school, work, and social support), parent-child-interaction and possible child outcomes into account. The goal of the “Children of Mentally Ill Parents At Risk Evaluation” (COMPARE) study will thus be twofold: (1) to establish the efficacy and cost-effectiveness of a high-quality randomized controlled trial (RCT) with the aim of interrupting the intergenerational transmission of mental disorders in COPMI, (2) to test the components of the trans-generational transmission model of mental disorders. Methods: To implement a randomized controlled trial (RCT: comparison of parental cognitive behavioral therapy/CBT with CBT + Positive Parenting Program) that is flanked by four add-on projects that apply behavioral, psychophysiological, and neuro-imaging methods to examine potential moderators and mediators of risk transmission (projects COMPARE-emotion/-interaction/-work/-school). COMPARE-emotion targets emotion processing and regulation and its impact on the transgenerational disorder transmission; COMPARE-interaction focuses especially on the impact of maternal comorbid diagnoses of depression and anxiety disorders and will concentrate on different pathways of the impact of maternal disorders on socio-emotional and cognitive infant development, such as parent-infant interaction and the infant's stress regulation skills. COMPARE-work analyzes the transmission of strains a person experiences in one area of life to another (i.e., from family to work; spill-over), and how stress and strain are transmitted between individuals (i.e., from parent to child; cross-over). COMPARE-school focuses on the psychosocial adjustment, school performance, and subjective well-being in COPMI compared to an adequate control group of healthy children. Results: This study protocol reports on the interdisciplinary approach of COMPARE testing the model of the transgenerational transmission of mental disorders. Conclusion: The combination of applied basic with clinical research will facilitate the examination of specific risk transmission mechanisms, promotion, dissemination and implementation of results into a highly important but largely neglected field. Clinical Trial Registration: DRKS-ID: DRKS00013516 (German Clinical Trials Register, https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00013516 ).

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Section: Methodsmentioning

confidence: 99%

Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study—Part I

et al. 2019

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“…Likewise, both physical punishment and cognitive stimulation contributed to vocabulary attainment. Nievar, Moske, Johnson, and Chen () found that a latent variable composed of three HOME factors was related to child attachment, self‐regulation, and cognitive competence in the same structural equation model. The important thing about the latter study is that it demonstrated relations among the outcome variables as well.…”

Section: Theoretical Considerationsmentioning

confidence: 96%

Constructing and Adapting Causal and Formative Measures of Family Settings: The HOME Inventory as Illustration

Bradley

2015

J of Family Theo & Revie

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Measures of the home environment are frequently used in studies of children’s development. This review provides information on indices composed of causal and formative indicators (the kind of indicators often used to capture salient aspects of family environments) and to suggest approaches that may be useful in constructing such measures for diverse populations. The HOME Inventory is used to illustrate challenges scholars face in determining what to include in useful measures of family settings. To that end, a cross-cultural review of research on relations among HOME, family context, and child outcomes is presented. The end of the review offers a plan for how best to further research on relations between the home environment and child development for diverse populations.

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“…A large body of research has shown that maternal depressive symptoms are associated with less cognitive stimulation in the home, including less time spent reading with children, fewer age-appropriate verbal exchanges, and fewer stimulating learning materials (Conners-Burrow et al, 2014; Herrera, Reissland, & Shepherd, 2004; Nievar, Moske, Johnson, & Chen, 2014). Although aspects of the home physical environment may be constrained by features of the built environment, caregivers can also partially regulate this environment as experienced by preschoolers.…”

Section: How Does the Neighborhood “Come Through The Door?” Considerimentioning

confidence: 99%

How Does the Neighborhood “Come through the Door?” Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers

May

Azar

Matthews

2018

American J of Comm Psychol

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Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood residential instability on the home physical environment and home learning environment for preschoolers in economically disadvantaged families (N = 187). Using structural equation modeling, mothers' perceived neighborhood disorder and depressive symptoms were examined as mechanisms by which neighborhood context "comes through the door." Mothers' neighborhood social embeddedness was also explored as a protective factor. Results showed that concentrated disadvantage was negatively associated with the quality of the home physical environment, and residential instability was negatively associated with the quality of the home learning environment. Concentrated disadvantage had an indirect effect on the home learning environment through mothers' perceived neighborhood disorder and depressive symptoms. The effects of concentrated disadvantage on the home environment were buffered by mothers' neighborhood social embeddedness. Study findings advance understanding of socioeconomic- and place-based disparities in developmental outcomes and identify potential targets for interventions aimed at lessening effects of neighborhood disadvantage on families with young children.

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Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Cited by 52 publications

References 99 publications

Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study—Part I

Children of Mentally III Parents at Risk Evaluation (COMPARE): Design and Methods of a Randomized Controlled Multicenter Study—Part I

Constructing and Adapting Causal and Formative Measures of Family Settings: The HOME Inventory as Illustration

How Does the Neighborhood “Come through the Door?” Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers

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