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This study examined the relationship between parenting, adolescent personality, and adolescent optimism. Four hundred and eighty families with at least one adolescent child in the Seattle, Washington area completed a series of questionnaires assessing parenting style, personality, and optimism. Results from hierarchical regression analyses indicated that there is a small, yet significant, portion of the variance in optimism explained by parenting and personality individually, but that the relationship between optimism, parenting, and personality dynamics is far more complex than originally anticipated. Further research is needed to examine the nature of these relationships and to provide a more comprehensive understanding of the predictors of optimism.

The present review sought to clarify and synthesise the existing research of the role parental harshness and parental warmth have on children and adolescents with callous unemotional traits by comparing research across different study designs and study samples in a systematic review. The systematic review search rendered in 16 publications which revealed that callous unemotional traits moderate the relationship between parental harshness as well as parental warmth and behaviour problems in children and adolescents. The moderation effect was directed by the level of callous unemotional trait in the child or adolescent where those with low levels exhibited the most negative effects when exposed to parental harshness. Conversely, children or adolescents with elevated levels exhibited the most positive effects when being exposed to parental warmth. Furthermore, the review revealed that both forms of parenting predict changes in callous unemotional traits over time, where parental harshness increased traits and parental warmth decreased traits. These results are further discussed in relation to the contextual theories of Lykken’s parental competence and socialisation model as well as Kochanska’s conceptual model of conscience development.

Homeless youth face numerous risks. Data on 602 homeless youth from the Midwest Homeless and Runaway Study and binary logistic regression were used to identify factors associated with their participation in risky sexual behaviors. Specifically, the effects of abuse/neglect and three potential moderating resiliency indicators, namely self-esteem, parental warmth, and parental monitoring, on having sex before adulthood and thinking about trading sex for food or shelter were examined. While none of the three resiliency indicators had the hypothesized moderating effects, controlling for abuse/neglect and various sociodemographic characteristics, parental monitoring had a direct, negative effect on having sex before adulthood, and self-esteem and parental warmth had direct, negative effects on thinking about trading sex for food or shelter. Policy implications of the findings are discussed.

Adopted children enter families with parents who on average are older, have higher income, and have more education than other family structures. Because adopted children are moving into families with more resources, research suggests that they would do just as well as, and perhaps even better than, children in biological two-parent households. However, this is not always the case. Understanding how different variables could offset any negative results of adoption is a puzzle that researchers are continually exploring. Previous research has investigated differences in investments from adoptive and biological parents through multiple theoretical lenses. I seek to add to current research by looking at parental investments of warmth and aversive and non-aversive discipline. Using the ECLS-K:2011 dataset, I examine the responses of parents of kindergarteners to questions about warmth and discipline. I find that there are no significant differences in parental warmth or aversive disciplinary strategies. However, when looking at the non-aversive disciplinary strategies of using time-out, I find that adoptive parents use time-out more. Additionally, adoptive parents use chores as discipline much less than biological parents, which aligns with none of the proposed theories and suggests a need for further research on how chores are viewed in discipline literature.

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The current study tested the association of both positive and negative aspects of parenting with callous-unemotional (CU) traits and conduct problems. Caregivers of 92 kindergarteners were recruited to complete a series of survey measures. Overall, parent-report of negative parenting practices was not associated with teacher report of conduct problems. However, parent report of positive parenting practices (i.e., warmth, positive reinforcement, positive communication and cooperation) was negatively associated with conduct problems and CU traits. Interactions between positive parenting variables and CU traits in their association with conduct problems indicated that positive reinforcement related more strongly to lower levels of conduct problem behavior for youth with high levels of CU traits. However, positive communication and cooperation related more strongly to conduct problems for youth with lower levels of CU traits. These associations suggest that parenting may play a role in the development of CU traits and conduct problems.

abstract: Externalizing behaviors are pervasive, widespread, and disruptive across a multitude of settings and developmental contexts. While the conventional diathesis-stress model typically measures the disordered end of the spectrum, studies that span the range of behavior, from externalizing to competence behaviors, are necessary to see the full picture. To that end, this study examined the additive and nonadditive relations of a dimension of parenting (ranging from warm to rejecting), and variants in dopamine, vasopressin, and neuropeptide-y receptor genes on externalizing/competence in a large sample of predominantly Caucasian twin children in toddlerhood, middle childhood, and early adolescence. Variants within each gene were hypothesized to increase biological susceptibility to both negative and positive environments. Consistent with prediction, warmth related to lower externalizing/higher competence at all ages. Earlier levels of externalizing/competence washed out the effect of parental warmth on future externalizing/competence with the exception of father warmth in toddlerhood marginally predicting change in externalizing/competence from toddlerhood to middle childhood. Warmth was a significant moderator of the heritability of behavior in middle childhood and early adolescence such that behavior was less heritable (mother report) and more heritable (father report) in low warmth environments. Interactions with warmth and the dopamine and vasopressin genes in middle childhood and early adolescence emphasize the moderational role gene variants play in relations between the rearing environment and child behavior. For dopamine, the long variant related to increased sensitivity to parent warmth such that the children displayed more externalizing behaviors when exposed to rejection but they also displayed more competence behaviors when exposed to high warmth. Vasopressin moderation was only present under conditions of parental warmth, not rejection. Interactions with neuropeptide-y and warmth were not significant. The picture that emerges is one of gene-environment interplay, wherein the influence of both parenting and child genotype each depend on the level of the other. As genetic research moves forward, gene variants previously implicated as conferring risk for disorder should be reexamined in conjunction with salient aspects of the environment on the full range of the behavioral outcome of interest. / Dissertation/Thesis / Ph.D. Psychology 2011

Using both observational and questionnaire self-report data, this study examined preadolescent self-regulation as a potential mediator of the relationship between parental involvement, parent-child warmth and school engagement in a two wave panel design. Data was taken from two parent families in waves two and three of the Flourishing Families project which included 335 families with children between the ages of 12 and 14. Findings showed that parental, especially paternal involvement, was directly correlated to child's school engagement. Parental involvement and parent-child warmth were also shown to have an indirect effect on school engagement via child's self-regulation. Educators and therapists should be mindful of the parent-child relationship when dealing with students struggling in the academic setting.

University of the Pacific 2023 This study was an attempt to better understand important mechanisms that may moderate the relationship between Autism Spectrum Disorder (ASD) and negative outcomes such as anxiety and depression in females as they are diagnosed at a much lower rate and represent an underserved population. Using archival data from the National Institute of Mental Health this study investigated whether parental warmth and social competence were associated with decreased levels of anxiety and depression in 8-year-old females with ASD with average cognitive abilities. It was found that social competence was a significant factor in decreasing anxiety and depression. Surprisingly, parental warmth was not found to be significant. This research adds to the paucity of data relevant to autistic females with average and higher cognitive functioning. Potential interventions, as well as implications for future research are discussed.