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Carolin Thönnissen, Sabine Walper, Alexandra Langmeyer, Franziska Schmahl and Markus Schaer LMU Munich. Research Aims and Assessment Program in the Domain of Parenting, Parent-Child Relations, and Child Development. Content.

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  1. Carolin Thönnissen, Sabine Walper, Alexandra Langmeyer, Franziska Schmahl and Markus SchaerLMU Munich • Research Aims and Assessment Program in the Domain of Parenting, Parent-Child Relations, and Child Development

  2. Content • Parenting, Parent-Child Relations and Child Well-Being als Research Topics in the Pairfam Project • Research Issues and Goals • Parenting as Goal-Oriented Behavior • Parenting and Child-Well-Being • Parenting and parent-child relations in the family system • Personal and Contextual Influences on Parenting and Parent-Child Relations • Assessment Program • Questions for Discussion 2

  3. I. Parenting, Parent-Child-Relationships and Child Well-Being as Research Topics in the Pairfam Project Background: social change in parenting since the 1960ies little empirical research in Germany Starting Point: High significance of parenting for children’s well-being High salience of experiences in the parenting role for parents Motivational perspective: a focus on parents’ and children's’ needs Parent-child relationships are linked to other family relations Systemic perspective: a focus on mutual influences between subsystems of the family 3

  4. The motivational perspective: Personal goals for well-being(Deci & Ryan, 1993, Nieboer et al., 2005, Baltes & Silverberg, 1994):  Pursued / met in parent-child-relationships? I. Parent-child relations as research topics in the pairfam project 4

  5. I. Parent-child relations as research topics in the pairfam project Inter-generational & Partnership relations Parental well-being Child well-being Parent-child relations / parenting

  6. II. Research Issues • Parenting as goal-oriented behavior • Parenting and child well-being • Parenting and parent-child relations in the family system • Personal and contextual influences on parenting and parent-child relationships

  7. II. Research Issues (1) Parenting as goal oriented behavior • Basic assumption: •  parenting goals play an organizing role in child rearing (e.g. Brezinka, 1995) • Influences on parenting goals: • Social change increasing emphasis on children‘s self actualization instead of obedience (e.g. Schneewind & Ruppert, 1995; Hillmann, 2003) • Cultural background(Friedlmeier et al., 2003) • Regional differences(Häder, 1998) • Socio-economic status and occupational experiences(Meulemann, 1997) • Intergenerational transmission(Schneewind & Ruppert, 1995)

  8. II. Research Issues and Goals (1) Parenting as goal oriented behavior • Discrepancies between parenting goals and parenting practices are likely, e.g. due to • economical problems (Gershoff et al., 2007) • partnership conflicts (Cui & Conger, 2008) • social pressure (Park & Kwon, 2009) Research goals here: • view parenting goals within the larger framework of parents’ goals (e.g. VOC, value of partnership) • investigate changes in parenting goals due to life circumstances and experiences in the parenting role • investigate links between parenting goals and practices • address issues of intergenerational transmission and partner match / mutual influences between partners

  9. II. Research Issues (2) Parenting and child well-being • Parenting: highly influential factor in children‘s social development(Gabriel & Bodenmann, 2006; Reichle & Gloger-Tippelt, 2007) • Basic dimensions: Warmth  Control • Authoritative parenting (Baumrind, 1991; Steinberg, 2001) • But: different types of control  different outcomes(Cowan et al., 2005; Galambos et al., 2003) • Stimulation and promoting competence:Increasing focus on cultural capital, but problems in assessing stimulating, age appropriate experiences (e.g. Schauenberg, 2008) • Strong need for longitudinal data e.g. due to mutual influences between parenting and child development(Beelmann et al., 2007)

  10. II. Research Goals (2) Parenting and child well-being • Research Goals: • Replication of parenting styles (focusing different types of control) • basic “epidemiological” information  differences between mothers and fathers, by SES etc. • Predictors of parenting practices / parenting styles: • Early precursors? Stability across time? • Effects of family structure? Economic conditions • Intergenerational transmission • Short- and long term outcomes of parenting • Moderating effects of child characteristics • Joint and unique influences of maternal / paternal parenting • The role of separated fathers

  11. II. Research Issues (3) Parenting and parent-child relations in the family system • Interparental relationship as predictor for child aspects • Coparenting:salient in everyday parenting(Belsky et al., 1995; Gabriel & Bodenmann, 2006) • Match of parenting strategies • Active mutual support / undermining between both parents • Coparenting conflicts • predictor for negative parenting (Hetherington, 2006) • Children‘s problem behavior (Feinberg et al., 2007) • Emotional strain (Katz & Low, 2004) •  cross-sectional data, no causal evidence

  12. II. Research Goals (3) Parenting and parent-child relations in the family system • Research goals: • Investigate links between coparenting and other features of the partnership (e.g. partner match, marital quality) and the direction of effects across time • Identify other predictors of coparenting quality (e.g. economic strain, parents’ personality and well-being) • Identify longitudinal effects of coparenting on children‘s well-being/ behavioral development, e.g. with a focus on parenting • Test for reciprocal effects between child adjustment and coparenting

  13. II. Research Issues (4) Personal and contextual influences on parenting and parent-child relations • Parents‘ personality and well-being as influence on parenting and parent-child-relations • maternal depressiveness (Foster et al., 2008) • parents’ competence/ self-efficacy (Sanders & Wooley, 2005) • self-esteem (Saile & Kühnemund, 2001) • The role of contextual stressors / resources: marital quality, economic resources, occupational demands, … • Recent focus on negative attributions: vicious circle •  Studies are mostly cross-sectional or do not focus reverse effects

  14. II. Research Issues (4) Personal and contextual influences on parenting and parent-child relations • Research Goals: • To investigate effects of external stressors / resources on parenting and parent-child relations (and vice versa) in longitudinal perspective • Particularly: unemployment, poverty • To identify spill-over effects of individual stressors into the partner’s parenting (e.g. father’s unemployment  mother’s parenting) • To address the mediating role of parents‘ negative attributions

  15. III. Assessment Program • Wave 2: Assessment of parenting only for youngest child age 8 – 15 in the target person‘s household • Dyadic (Triadic) approach: • Maternal report • Paternal report • Child report (age 8+) about maternal parenting • Child report (age 8+) about paternal parenting • Focus (shifting across waves) on • Parents in the household (including stepparents) or • Biological parents (irrespective of household membership)

  16. III. Assessment Program • Domains within the Assessment Program: • Perceptions and Dispositions in the Parenting Role • autonomy • Self-efficacy / competence • Negative attributions • Readiness to make sacrifices • Subjective strain • Parenting goals • Control • Induction • Monitoring • strict control • inconsistent parenting • Child dominance 16

  17. III. Assessment Program • Relationship quality • Parental warmth • negative parental communication • Child intimacy with parents • Parental estimation of child • Conflict • Parental reliability • Child emotional insecurity (only adolescent self report) • Ambivalence • Fear of love withdrawal • Engulfment anxiety

  18. III. Assessment Program • Child Behavior • SDQ: hyperactivity • Conduct problems • emotional problems • Problems with peers • Prosocial behavior • Social integration • Temperament (newborns) • Selected contextual factors • Economic deprivation • Coparenting • Classroom cohesion • Peer rejection

  19. IV. Questions • Issues of Measurement: • Measuring parenting across childhood and adolescence • Selection of age-appropriate indicators: How about children below age 3? • Equivalence of indicators for different age groups? • Measuring child characteristics / children‘s development across different life stages of the children • Assessment of child temperament up to age 6? 19

  20. IV. Questions • Issues of Design: • Advantages and disadvantages of extending the assessment to other children in the household • High assessment load for parents Child self report instead of or in addition to parental self report? • Changing content focus as solution for the high assessment load for parents? • Either focus on parenting / parent child relations • Or focus on child behavior / development • Shift from CAPI to CASI or PAPI when children reach age 11: methodological problems? 20

  21. Thank you for your attention

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