The purpose of these studies was to examine moderation processes for the influence of early maternal parenting practices on young children’s prosocial outcomes. Data for both studies were drawn from the Kids, Families, and Places study. Observational measures of mothers’ parenting practices and children’s cooperation outcomes were collected in the home, and both mothers and fathers reported on their children’s prosocial conduct. Study 1 was a longitudinal analysis of the interaction between maternal sensitivity after birth (Time 1) and children’s joint attention (JA) skills (Time 2, 18 months later) on children’s cooperation skills at 18 months. Findings indicated that children’s concurrent Responding to JA (RJA) was associated with cooperation and early maternal sensitivity moderated this relationship. Children high in RJA showed good cooperation irrespective of maternal sensitivity. However, low RJA was associated with high cooperation in the presence of high maternal sensitivity. Study 2 used person-oriented analyses to examine patterns of maternal parenting associated with young children’s concurrent prosocial behaviour across socioeconomic contexts. Latent Profile Analysis identified 3 profiles of parenting: Positive (14%), Negative (36%), and Combined (moderate levels of both positive and negative practices; 50%). Mothers from low-income families and those living in disadvantaged neighbourhoods were more likely to  belong to the Negative or the Combined profiles.  Moderation analyses indicated the protective influence of the Combined profile of parenting for children residing in impoverished socioeconomic contexts. In the context of low family SES and high neighbourhood disadvantage, children were rated as more prosocial if mothers use a combined style of parenting. A protective-enhancing effect was found, in which these high-risk children were actually rated better than those children who did not live in such adversity. Together, results highlight the importance of studying the association between parenting and prosocial outcomes within an ecological and contextual framework, with interactions amongst both child-level and distal factors, for understanding individual differences in prosocial development.

The purpose of these studies was to examine moderation processes for the influence of early maternal parenting practices on young children’s prosocial outcomes. Data for both studies were drawn from the Kids, Families, and Places study. Observational measures of mothers’ parenting practices and children’s cooperation outcomes were collected in the home, and both mothers and fathers reported on their children’s prosocial conduct. Study 1 was a longitudinal analysis of the interaction between maternal sensitivity after birth (Time 1) and children’s joint attention (JA) skills (Time 2, 18 months later) on children’s cooperation skills at 18 months. Findings indicated that children’s concurrent Responding to JA (RJA) was associated with cooperation and early maternal sensitivity moderated this relationship. Children high in RJA showed good cooperation irrespective of maternal sensitivity. However, low RJA was associated with high cooperation in the presence of high maternal sensitivity. Study 2 used person-oriented analyses to examine patterns of maternal parenting associated with young children’s concurrent prosocial behaviour across socioeconomic contexts. Latent Profile Analysis identified 3 profiles of parenting: Positive (14%), Negative (36%), and Combined (moderate levels of both positive and negative practices; 50%). Mothers from low-income families and those living in disadvantaged neighbourhoods were more likely to  belong to the Negative or the Combined profiles.  Moderation analyses indicated the protective influence of the Combined profile of parenting for children residing in impoverished socioeconomic contexts. In the context of low family SES and high neighbourhood disadvantage, children were rated as more prosocial if mothers use a combined style of parenting. A protective-enhancing effect was found, in which these high-risk children were actually rated better than those children who did not live in such adversity. Together, results highlight the importance of studying the association between parenting and prosocial outcomes within an ecological and contextual framework, with interactions amongst both child-level and distal factors, for understanding individual differences in prosocial development.

Fear is an adaptive emotion that typically increases across infancy to help keep infant exploration in check. Too much fear, however, can become maladaptive and lead to psychopathology later in childhood. Thus, it is important to understand how both fear reactivity and regulation develop early in life in order to identify at-risk children early on. Maternal factors, such as parenting behaviors and personality, are associated with both fear reactivity and regulation, but results have been mixed, possibly due to a trait-based approach to assessing maternal personality. The goal of my dissertation was to examine the growth trajectories of fear reactivity and regulation across infancy and toddlerhood both unconditionally and within the contexts of maternal parenting and personality functioning. Infants and mothers were assessed when infants were 10-months (n = 48), 14-months (n = 42), and 18-months (n = 34) old. At each age, infant fear reactivity was assessed using behavioral coding during the Laboratory Temperament Assessment Battery fear tasks and infant fear regulation was examined via respiratory sinus arrhythmia reactivity during the fear tasks. At 10- and 14-months, maternal parenting behaviors were coded during an interaction task and maternal personality functioning was assessed via maternal self-report. Hierarchical linear modeling demonstrated that maternal personality functioning moderated the association between maternal affect and infant fear reactivity growth and maternal personality functioning moderated the association between maternal directiveness and infant fear regulation growth. These results aid in the understanding of how maternal factors relate to infant fear development. / Doctor of Philosophy / Fear is an adaptive emotion that increases across infancy to help keep infants safe as they gain the ability to explore their environments independently. Some infants, however, exhibit heightened levels of fear that set them on a path for negative consequences, like anxiety disorders, in childhood. This typically occurs when infants have high levels of fear without appropriate regulation strategies to manage such. Maternal factors, like parenting behaviors and personality, have both been shown to affect the development of fear and the regulation of fear, but results are not consistent. Given this, the goal of my dissertation was to examine how level of fear (fear reactivity) and management of fear (fear regulation) develop across infancy and toddlerhood under the context of maternal parenting and personality. Infants and mothers were assessed when infants were 10-months (n = 48), 14-months (n = 42), and 18-months (n = 34) old. At each age, infant fear reactivity was assessed using behavioral coding during the Laboratory Temperament Assessment Battery fear tasks and infant fear regulation was examined via physiological means based on heart rate. At 10- and 14-months, maternal parenting behaviors were coded during an interaction task and maternal personality functioning was assessed via maternal self-report. Results demonstrated that maternal personality functioning moderated the association between maternal affect and infant fear reactivity development and maternal personality functioning moderated the association between maternal directiveness and infant fear regulation development. These results aid in the understanding of how maternal factors relate to infant fear development.

The transition to motherhood requires adjustments to new roles and growing demands on time and financial resources. Consequently, this transition can be a time of emotional upheaval and can often lead to increased levels of maternal stress. Research on parenting stress has identified social support as an important resource for coping with the demands of parenting, but, empirical studies also show that access to social support is likely to differ based on one’s socioeconomic status. Consequently, levels and effects of support may differ by maternal educational level. The primary purpose of the current study is to investigate the associations between four types of perceived support, maternal educational attainment and maternal parenting stress. The study sample is drawn from the first year follow-up wave of the Fragile Families and Child Well-being dataset (n=2412) and includes only mothers who were involved with the father of the child at the time of the child’s birth. Fragile Families is a nationally based, longitudinal birth cohort study of approximately 4,800 mothers and their children. Data were analyzed using multivariate regression modeling to investigate direct effects of perceived support and education on maternal stress as well as testing a moderating effect of education on the association between perceived support and maternal stress. The results showed that perceived support from one’s partner significantly lowers maternal stress regardless of the level or type of support (emotional, mothering or instrumental) that the partner provides. Expected support from kin or friends does not have an effect on maternal stress. The effect of perceived support differs by education level for two types of partner support: support of mothering practices and instrumental support. Increased symptoms of depression and fussy child temperament each increase maternal stress levels. Investigation of the direct effect of various types of perceived support on maternal stress indicate that partner support is critical during the first year of motherhood. Results reveal that not all types of perceived support affect maternal stress with the same magnitude. Thus, special attention should be given to the context within a mother is functioning. / text

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