Type A behavior and parenting stress in mothers with young children

Type A Behavior Pattern (TABP) is characterized by competitiveness, a sense of time-urgency, impatience, and aggression/hostility and it has been associated with coronary heart disease and occupational stress in men. Recently, research had begun to examine TABP in women. However, the majority of studies focus on women as student or employee and not in the role of mother. Thus, although women spend a significant proportion of their adult lives bearing and raising children, little is known about TABP relationships in these roles. Further, the parenting adjustment literature amply describes the stressful nature of parenting a young child but with little attention paid to the relationship between maternal individual characteristics and parenting stress. This study investigated maternal adjustment and TABP in order to provide a clearer picture of Type A women as mothers as well as to expand information on individual characteristics which contribute to or mediate a woman’s adjustment to motherhood. Because of its presumed relationship to TABP and stress, maternal employment status was a control variable. One hundred twenty-six women with children between the ages of 9–24 months completed questionnaires reporting maternal stress, maternal perceptions of her child and somatic complaints. TABP was assessed by two measures, the Framingham Type A Scale (FTAS) and a recent measure, the Adolescent/Adult Type A Behavior Scale (AATABS), which yields factor scores as well as a global TABP rating. Overall, Type A women reported higher levels of child-related stress and personal stress than Type B women. Certain factors such as Hurry, Control, and Hostility were also associated with stress indices. There was qualified support for a relationship between the TABP factor, Hurry, and self-reported somatic complaints. Directions for future research are discussed.     

Parenting among Hispanic and Anglo-American mothers with young children

The authors examined parenting practices and developmental expectations among 38 Hispanic and 38 Anglo-American mothers living in the United States. Mothers of children 3 to 5 years of age completed the Parent Behavior Checklist (R. A. Fox, 1994), a 100-item measure of parents' developmental expectations, discipline, and nurturing practices. In addition, the authors appraised the Hispanic mothers' acculturation and selected them for participation if their scores on an acculturation scale indicated (a) that their lifestyle was predominantly Hispanic and (b) that they had not been assimilated into the dominant culture. The 2 ethnic groups were also divided by socioeconomic status (SES). There were significant main effects for ethnicity and SES on the discipline and nurturing scores but not on the expectations scores. The Hispanic and higher SES mothers reported higher discipline and lower nurturing scores than did the Anglo-American and lower SES mothers. An unexpected finding was the tendency for higher SES Hispanic mothers to report more frequent use of discipline than the other 3 groups.     

A comparison of young teenage, older teenage, and adult mothers on determinants of parenting

A nonrandom socioeconomically homogeneous convenience sample of 150 young adolescent mothers, 260 older adolescent mothers, and 242 older mothers was analyzed according to their standing on key determinants of parenting. The results of a discriminant analysis showed that the young teen mothers differed from the older mothers in terms of knowledge of child development, punitive attitudes toward childrearing, and level of depression. Accuracy of classification was improved with the discriminant function for younger and older mothers, but decreased by 20% for older adolescents.     

Support networks of adolescent mothers: Effects on parenting experience and behavior

The relation between social support and lower-income African-American adolescent mothers' parenting experience, parenting behavior, and psychological symptoms was studied. Larger support networks were associated with better maternal adjustment unless individuals providing support were also providers of conflict. The young women's own mothers were their most prominent providers of support, and the number of different types of support the grandmother provided was related positively to quality of the adolescent's parenting behavior, but negatively to her experience of parenting. Having more friends in the network was related to better parenting behavior, but having more siblings in the network was related to poorer parenting behavior as well as more psychological symptoms. Although most of the young women relied on male partners for support, no variables related to provision of support by male partners were correlated with maternal adjustment.     

The parenting of preschool children by older mothers in the United Kingdom

The parenting literature has focused on teenage motherhood but less is known about older mothers. In industrialized societies more women are giving birth later in life. The study examined whether there are any age trends in the use of discipline, home organization, provision of learning opportunities, maternal responsivity and mother child relationships treating maternal age at birth as a continuous construct. The sample was from two national UK cohorts with common assessments at three years (N = 24,610). Withholding treats or attention as discipline and parent/child conflict decreased as maternal age increased. Harsh discipline such as smacking was low for teenage mothers, highest in the mid-twenties after which it declined. Household chaos decreased with maternal age up to age 30 after which it was likely to be higher. Positive and responsive parenting generally increased with maternal age up to about age 40 after which it plateaued. Thus overall, while older motherhood is associated with medical risks for mother and child it should not present problems in relation to parenting during the preschool years.     

The question-answer exchange between mothers and young children

Investigated associations between the questioning and answering behaviour of mothers and children in a design that allowed analyses within as well as between social classes. Thirty-two six-year-old children volunteered their knowledge and asked questions of their mothers about a variety of objects in a natural context. Social class differences in the children were found in the quality of questioning and the amount of knowledge displayed, but for the latter there were differences between tasks, and the incidence of questioning confounded the predictions made. Class differences in mothers' behaviour likewise differed by task. An index of the mothers' provision of cognitive meaning and of feedback was shown to correlate highly with children's rates of questioning and knowledge revealed both within and across classes.     

Perceptions of parenting behavior and young women's gender role traits and preferences

This study examines the effect of perceptions of mothers' and fathers' parenting behavior on their college-aged daughter's gender role development. Unlike in previous studies, in this analysis we consider both the gender role traits of young females (their instrumentality and expressiveness) and their gender role preferences (modernity vs. traditionalism) simultaneously. Three alternative empirical models are tested with data from 163 randomly selected college-aged females using analysis of covariance structures in LISREL VII. Findings substantiated the hypothesis that perceptions of earlier parenting behavior exert a substantial influence on gender role developments of children, particularly regarding mothers' influence on the instrumentality and expressiveness of their daughters. Mothers' parenting, measured along the dimensions of encouragement and control, was generally more strongly related to their daughters' gender role traits than was fathers'. Little influence of parenting behavior on daughters' gender role preferences was found.The authors wish to acknowledge Dr. Hyman Rodman for his comments on earlier drafts of this paper.     

Affective exchanges between young autistic children and their mothers

This study examined autistic children's social behavior, affect, and use of gaze during naturalistic interactions with their mothers. Sixteen autistic children, 30 to 70 months of age, and 16 normal children, matched on receptive language, participated. Children and their mothers were videotaped during three situations: a free-play period, a more structured period during which communicative demand was made on the child, and a face-to-face interaction. In all three situations, autistic and normal children did not differ in the frequency or duration of gaze at mother's face. In the one condition (face-to-face interaction) during which affective expressions were coded, autistic and normal children also were not found to differ significantly in the frequency or duration of smiles displayed, and neither group displayed frowns. However, autistic children were much less likely than normal children to combine their smiles with eye contact in a single act that conveyed communicative intent. Autistic and normal children were not found to differ in the percentages of smiles they displayed to social versus nonsocial events. However, when autistic children's responses to mother's smiles specifically were examined, it was found that they were much less likely to smile in response to mother's smiles than were normal children. Finally, it was found that mothers o f autistic children displayed fewer smiles and were less likely to smile in response to their children's smiles, when compared with mothers o f normal children. These findings suggest that the autistic child's unusual affective behavior may negatively affect the behavior of others.We wish to thank the children and their mothers who participated in this study, and the staff at Division TEACCH at the University of North Carolina at Chapel Hill for their help in recruiting children for the study. Harriet Reingold generously allowed us to videotape the children in her infant observation laboratory at the University of North Carolina, Chapel Hill. Cathy Lord provided videotapes of some of the autistic children and their mothers. Mary Evers assisted in data collection. Kerry Hogan assisted in the coding of data; her help is gratefully acknowledged. The study was supported by a grant from the University of North Carolina at Chapel Hill.     

Modeling parenting stress trajectories among low-income young mothers across the child's second and third years: Factors accounting for stability and change.

This study investigated parenting stress trajectories among low-income young mothers and the factors that are associated with change and stability of parenting stress as children aged from 14 to 36 months old. With a sample of 580 young mothers who applied to the Early Head Start Program, growth mixture modeling identified 3 trajectory classes of parenting stress: a chronically high group (7% of the sample), an increasing group (10% of the sample), and a decreasing group (83% of the sample). Maternal personal resources distinguished between the increasing and decreasing classes, whereas maternal personal resources, child characteristics, and contextual influences explained differences between the chronically high and decreasing trajectory classes. Findings suggest that for interventions to be effective, programs need to assess maternal, child, and contextual factors to better address the particular unique needs of young mothers.     

Mothers and fathers of young children: comparison of parenting styles

This study compared the developmental expectations and parenting behaviors of 52 mothers and fathers with children between the ages of 1 and 4 years, using the Parenting Inventory: Young Children. While both mothers and fathers were nurturing parents, mothers obtained significantly higher nurturing scores. Possible reasons for this difference were discussed. Developmental expectations and discipline strategies did not differ between mothers and fathers.     

A measure of parental stress in mothers with small children: dimensionality, stability and validity

Self-reported parental stress was investigated in three samples of mothers with small children, using a Swedish version of the Parenting Stress Index (PSI). Dimensionality in experienced stress using items from six PSI Parent Domain subscales and eight new items was examined in factor analyses of data from a nationwide representative sample. Cross-validation proved the chosen factor pattern to be stable. Based on an oblique 5-factor solution new subscales were constructed. A second order factor analysis indicated influence from a higher order factor, seen as a general parental stress construct. High alpha coefficients revealed that homogeneous subscales had been formed. Test-retest correlations indicated good stability over a mean time period of 30 days. Influences from maternal background variables were found, but no relation to child age or gender. Global estimates of parental stress, reported child problems, mothers' scoring on the Edinburgh Postnatal Depression Scale and two measures of social support all correlated significantly with overall parental stress, and with some subscales. The justification of the subscale approach to parental stress was discussed. It was concluded that the PSI in its present form could be used as a reliable and valid instrument for measuring experienced parental stress in mothers of young children.     

Test of a cultural framework of parenting with Latino families of young children

This study examined the mental health and academic functioning of 442 4- and 5-year old children of Mexican (MA) and Dominican (DA) immigrant mothers using a cultural framework of Latino parenting. Data were collected on mothers' self-reported acculturative status, parenting practices and cultural socialization, and on children's behavioral functioning (mother- and teacher-report) and school readiness (child test). Results provide partial support for the validity of the framework in which mothers' acculturative status and socialization of respeto (a Latino cultural value of respect) and independence (a U.S. American cultural value) predict parenting practices. For both groups, English language competence was related to less socialization of respeto, and other domains of acculturative status (i.e., U.S. American/ethnic identity, and U.S. American/ethnic cultural competence) were related to more socialization of respeto and independence. Socialization of respeto was related to the use of authoritarian practices and socialization of independence was related to the use of authoritative practices. Socialization of respeto was also related to lower school readiness for DA children, whereas socialization of independence was related to higher school readiness for MA children. Independence was also related to higher teacher-rated externalizing problems for MA children. For both groups, authoritarian parenting was associated with more parent-reported internalizing and externalizing problems. The discussion focuses on ethnic subgroup differences and similarities to further understanding of Latino parenting from a cultural perspective.     

Multiple attachment relationships within families: mothers and fathers with two young children

Security of attachment between mothers and fathers and their 2 children was examined in 41 maritally intact families. Strange Situation assessments of attachment security for the younger children (mean age = 1 year 10 months), Attachment Q-sort ratings of the older children (mean age = 4 years 8 months), and ratings of parental caregiving behavior of both children were obtained. Younger and older children developed concordant attachments to both parents. Parents were consistent in their caregiving behavior toward their 2 children. However, parents were not congruent in their attachment to their 2 children. Associations were found between maternal caregiving and attachment only in the younger group. The results support the idea that parental caregiving behavior accounts for only modest portions of the variance in attachment security; evolving attachments integrate developmental inputs from the children and the caregivers in the network of early family relationships.     

Social cognitive correlates of physical activity among single mothers with young children

ObjectivesSingle mothers experience negative health consequences that might be reduced through participation in physical activity, yet little is known about physical activity correlates among this population. This study examined social cognitive theory (SCT) correlates of physical activity among single mothers with young children.DesignCross-sectional.MethodSingle mothers (N = 94) with at least one child less than 5 years old completed SCT questionnaires, wore an accelerometer for one week, and then completed the Godin Leisure Time Exercise questionnaire. Physical activity scores were standardized and averaged to yield a composite physical activity score.ResultsRegression analysis indicated that self-efficacy was a direct predictor of composite physical activity; in the final model planning was the only statistically significant predictor of composite physical activity scores.ConclusionsPlanning and self-efficacy might be important factors to include when designing physical activity interventions for single mothers.     

A comparison of depression in children with and without mothers

The present research investigated depression in children with and without mothers. Differences in depression scores were tested by gender, socio-economic level, the cause of not having a mother, and the age of separation. The sample included 300 fourth and fifth grade elementary school children. Among them, there were 150 children (68 boys and 82 girls) who were living with their mothers and 150 (68 boys and 82 girls) who did not live with their mothers. Each group had an equal number of students (n=50) representing three different socio-economic levels (i.e., low, middle, high). Students in the sample came from 39 different public elementary schools. Children's ages varied between 10 and 12 years (M = 10.8, SD = .6). Teachers, administrators, and school counselors were asked to identify children without mothers. The children who were living with their mothers were randomly chosen. Results showed significant differences in depression between the two groups of children. Furthermore, there was a significant difference by socio-economic level. Depression of children without mothers is significantly associated with the cause of not having a mother and the age when the child was separated from the mother.