Self-Reported Parenting of Clinic-Referred and Non-referred Mexican American Mothers of Young Children

The influence of parental warmth and stress on reading through approaches to learning: Racial/ethnic variation

“…The interaction between other and ATL positively predicted math growth in children between fall kindergarten and spring fifth grade, while the interaction between Hispanic and ATL negatively predicted reading growth in children between spring kindergarten and spring fifth grade (Li‐Grining et al, 2010). Although parts of the mediation pathway such as the pathway from parental warmth and stress and psychological adjustment and between warmth and stress and academic outcomes have been tested within ethnic minority families in the United States (Conger et al, 2002; Hou, Kim, & Wang, 2016; McCabe, Mechammil, Yeh, & Zerr, 2016), to our knowledge studies have not tested the full mediation model within racial/ethnic populations in the United States. Given the importance of parenting context, particularly parental warmth and stress for early self‐regulation, it is necessary to consider the extent to which the associations between parental warmth and stress and ATL and reading achievement differ for White, Black, Hispanic and Asian families.…”

“…Though findings are mixed as to levels of parental warmth reported in Hispanic families compared to other ethnic groups (Deater‐Deckard et al, 2011; McCabe et al, 2016), parental warmth and supportiveness have developmental relevance for Hispanic children's self‐regulation, seeming to protect against behavioural problems (McCabe et al, 2016) and promote emotion knowledge (Pintar Breen, Tamis‐LeMonda, & Kahana‐Kalman, 2018). However, a lack of warm or supportive parenting may not be as maladaptive for Hispanic children's emotion knowledge, social competence, and reading, potentially due to alignment with Hispanic cultural values of maintaining respect for authority and good behaviour (Bae et al, 2014; Lugo‐Candelas, Harvey, & Breaux, 2015; Pintar Breen et al, 2018; Raver et al, 2007).…”

“…In summary, parental warmth may be protective for self‐regulation in Black and Hispanic families (Barbarin & Jean‐Baptiste, 2013; McCabe et al, 2016), and less relevant for self‐regulation in Asian families (Chao, 1994; Mistry et al, 2016). Parental stress overall appears to be maladaptive for self‐regulation across race/ethnicity (Hou et al, 2016; Raver et al, 2007).…”

“…Current techniques of modelling self‐regulation development must shift away from a deficit‐oriented approach that establishes White parenting as ideal to represent varying developmental mechanisms within minority ethnic groups. In the present study, we expand on work on parenting and self‐regulation based on White families (Gershoff et al, 2007; Karreman et al, 2006; Merz et al, 2017; Nordling et al, 2016) and in ethnic minority families (Barbarin & Jean‐Baptiste, 2013; Hou et al, 2016; McCabe et al, 2016; Raver et al, 2007) to investigate whether parental mechanisms influencing reading through self‐regulation vary depending on race/ethnicity. We implement Hayes' (2019) conditional process analysis approach in considering the following (RQ2): Does child race/ethnicity (White, Black, Hispanic or Asian) moderate the mediation pathway?…”

Severity and justness do not moderate the relation between corporal punishment and negative child outcomes

“…Parents’ discipline strategies influence the extent of children’s awareness, acceptance, and eventual internalization of parental messages (Grusec & Goodnow, 1994; McCabe, Mechammil, Yeh, & Zerr, 2016). In particular, parental responses to child transgressions that are commensurate, appropriate, and relevant to the misdeed are considered by children as just or fair, and are therefore more likely to be accepted (Grusec & Goodnow, 1994).…”