No description available.

Although previous research has examined how dependent and self-critical people recall their parents, there has been little investigation of the influence of Dependency and Self-Criticism on parental attitudes and behavior. The present research examined these relationships in mothers of adolescent children. In Studies 1, 2, and 3, mothers completed measures of Dependency and Self-Criticism and of baseline affect, then were given experimentally manipulated feedback about the child's competence and autonomy. Affect was assessed again, and mothers "coached" children on computer problem-solving puzzles. Studies 1 and 2 examined mothers of adolescent girls, and Study 3 examined mothers of adolescent boys. In mothers of adolescent girls, Dependency was associated with punitive and controlling reactions to daughter autonomy. This was also true of mothers of less competent adolescent sons. In mothers of highly competent sons, however, Dependency was associated with punitive and controlling reactions to low autonomy. Dependency was also associated with increases in depressed affect in response to daughter, but not son, autonomy. In mothers of adolescent girls, Self-Criticism was associated with punitive behavior, regardless of the manipulated characteristics of the daughters. This was true even when, in Study 2, the highly competent performance of daughters was made extremely salient. Self-Criticism had no discernible impact on the parental behavior of mothers of adolescent sons. These results were interpreted as indicating that, especially in mothers of adolescent daughters, parents high in Dependency and Self-Criticism interact with their children in ways that are likely to foster the development of Self-criticism and Dependency in their children. Study 4 examined the relationship between parent and child Dependency and Self-Criticism in the combined data collected from the first three studies. Contrary to expectations, there was no relationship between parent and child

Thesis (MEd) -- University of South Australia, 1993

Thesis--Ohio State University. / Includes bibliographical references (leaves 328-336). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--University of Florida, 1983. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 103-107).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Kevin Stark and Timothy Keith. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves 83-95. Also available online.

Thesis (Ph.D.)--Ohio University, March, 2007. / Title from PDF t.p. Includes bibliographical references.

No description available.

The validity of the Type A construct for children was empirically examined in the present study. The multi-trait, multi-method construct validation strategy was used to determine if the convergent, concurrent, and discriminant validities of the Type A construct would be supported. Constructs used as comparisons included anger, achievement-striving, and depression. Type of measures used included self-report, teacher-rating, and behavior observations. Subjects were 132 boys and girls in the fifth grade in elementary schools in Southwestern Virginia. Additional multiple regression analyses were employed to determine the best predictors of assessed levels of Type A behavior in children. Results indicated that different methods of measuring Type A behavior in children were significantly intercorrelated, thereby supporting the convergent validity of Type A in children. In addition, Type A was significantly and positively correlated with anger and achievement-striving, but more ambiguously related to depression. Type A did not achieve consistent discriminant validity from anger and achievement-striving, however, it was discriminantly valid when contrasted with depression. It was concluded the Type A behavior pattern for children did not achieve consistent construct validity. The implications of these findings for future research in the area of Type A behavior were discussed. / Ph. D.