母亲和父亲的养育压力:与儿童外化和内化行为问题的直接和互动关系

IF 3.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rose Lapolice Thériault, Annie Bernier, Audrey-Ann Deneault
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引用次数: 0

摘要

本研究考察了父母教养压力在预测儿童外化和内化行为问题中的直接作用和交互作用。157个孩子的父母(主要是白人,一般受过大学教育)报告了他们在孩子18个月大时各自的育儿压力。父母双方还报告了孩子4岁时的行为问题。在模型中,父母报告的婴儿在15个月大时的气质困难,以及儿童性别和家庭社会经济地位都被控制。通径分析表明,父母压力对儿童外化行为的预测都是独特的。研究还发现,父母双方的养育压力之间存在显著的相互作用,例如,较高的父亲养育压力预测在低水平和平均水平的母亲压力下,孩子会有更多的外化行为,而在高水平的母亲压力下则不会。只有母性压力预示着更高水平的内化问题。这项纵向研究的结果表明,父亲的养育压力可能在儿童外化行为问题的发展中具有显著的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Maternal and paternal parenting stress: Direct and interactive associations with child externalizing and internalizing behavior problems
This study examined the direct and interactive effects of mothers’ and fathers’ parenting stress in the prediction of child externalizing and internalizing behavior problems. Mothers and fathers (predominantly White and generally college-educated) of 157 children reported on their respective parenting stress when children were 18 months old. Both parents also reported on child behavior problems when children were 4 years old. Parent-reported infant temperamental difficultness at 15 months of age as well as child sex and family socioeconomic status were controlled for in the models. Path analyses suggested that both paternal and maternal parenting stress uniquely predicted child externalizing behaviors. A significant interaction between both parents’ parenting stress was also found, such that higher paternal parenting stress predicted more child externalizing behaviors at low and average levels of maternal stress, but not at high levels. Only maternal stress predicted higher levels of internalizing problems. The results of this longitudinal study suggest that paternal parenting stress may be of salient importance in the development of child externalizing behavior problems.
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来源期刊
CiteScore
7.00
自引率
8.10%
发文量
109
期刊介绍: For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
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