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21.
Kimberly A. Cappa Angela Moreland Begle Judith C. Conger Jean E. Dumas Anthony J. Conger 《Journal of child and family studies》2011,20(3):334-342
The present study was designed to evaluate the bidirectional relationships between parenting stress and child coping competence.
Data from a diverse sample of 610 parents enrolled in the parenting our children to excellence program was used to evaluate
whether parenting stress negatively contributes to affective, achievement, and social coping competence in preschoolers, as
well as whether child coping competence predicts parenting stress; after accounting for child disruptive behavior. Results
from cross-lagged panel analyses demonstrated a bidirectional relationship, such that parenting stress predicted later child
coping competence and child coping competence predicted later parenting stress. Assessment of ethnicity differences indicated
that child coping continues to have a long-term impact on parenting stress, regardless of parent ethnicity. The same relationship
did not hold for earlier parenting stress on later child coping competence, however, indicating a bidirectional relationship
for African American families, but not for their European American counterparts. The relationship between parenting stress
and child coping competence is discussed with respect to their conceptual and clinical implications. Suggestions for parent
training intervention and prevention programs are given. 相似文献
22.
Jorge Cuartas Dana McCoy Juliana Sánchez Jere Behrman Claudia Cappa Georgina Donati Jody Heymann Chunling Lu Abbie Raikes Nirmala Rao Linda Richter Alan Stein Hirokazu Yoshikawa 《Developmental science》2023,26(6):e13404
This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers’ engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts.
Research Highlights
- Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited.
- We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes.
- Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills.
- We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.