Nothing gained: An explorative study of the long‐term effects of perceived maternal feeding practices on women's and men's adult BMI,body image dissatisfaction,and disordered eating

The objective of the studies presented here was the prediction of adult body mass index (BMI), body image dissatisfaction, and disordered eating from recalled maternal child feeding practices. Studies 1 and 2 sampled women from the community, and found that recalled childhood feeding practices predicted both current BMI and current disordered eating. Daughters whose mothers pressured them to eat as children had lower BMIs as adults. The more a mother was concerned about her daughter's weight as a child, and the more she restricted fatty food intake, the less the woman was satisfied with her current body image. Disordered eating of adult women was positively related to their mothers' restriction of their fatty food intake as children, and negatively related to the mothers' monitoring of their food intake as children. Combining the samples and subdividing them into four BMI intervals showed that the obese women were higher on all but one of the recalled maternal child feeding practices, as well as on disordered eating and body dissatisfaction. Age was found to be positively related to BMI and drive for thinness, but not to body dissatisfaction or disordered eating, with older women having higher BMI and more drive for thinness. Study 3 sampled adult men from the community and found that recalled maternal child feeding practices predicted adult BMI and disordered eating for men, as well as for women. Considerable sex differences were found for all study variables. Recollection of maternal child feeding practices may have a formative role in the development of body image, disordered eating, and BMI for men and women, even into adulthood.     

Vocabularies

Negative emotionality is considered to be the core of the difficult temperament concept (J. E. Bates, 1989; R. L. Shiner, 1998). In this correlational study, the authors examined whether the relations between children's negative emotionality and problematic behavior (internalizing and externalizing) were partially mediated by parenting style (authoritative and authoritarian) in a community sample of 196 3-year-old children and their mothers. The authors assessed maternal perception of child negative emotionality using the Children's Behavior Questionnaire (M. K. Rothbart, S. A. Ahadi, K. L. Hershey, &; P. Fisher, 2001) and assessed problematic child behavior by means of maternal report using the Child Behavior Checklist (T. M. Achenbach, 1992). The results showed that the relations between child negative emotionality and internalizing and externalizing behaviors were partially mediated by mothers' authoritative parenting style. Moreover, when the authors used confirmatory factor analysis to decontaminate possible overlap in item content between measures assessing temperament and problematic behavior, the association between negative emotionality and internalizing behavior was fully mediated by authoritative parenting.     

Mother–Infant Joint Attention and Sharing: Relations to Disorganized Attachment and Maternal Disrupted Communication

The normative development of infant shared attention has been studied extensively, but few studies have examined the impact of disorganized attachment and disturbed maternal caregiving on mother–infant shared attention. The authors examined both maternal initiations of joint attention and infants’ responses to those initiations during the reunion episodes of the Strange Situation Procedure at 12 and 18 months of infant age. The mothers' initiations of joint attention and three forms of infant response, including shunning, simple joint attention, and sharing attention, were examined in relation to infant disorganized attachment and maternal disrupted communication. Mothers who were disrupted in communication with their infants at 18 months initiated fewer bids for joint attention at 12 months, and, at 18 months, mothers of infants classified disorganized initiated fewer bids. However, the infant' responses were unrelated to either the infant' or the mother' disturbed attachment. At both ages, disorganized infants and infants of disrupted mothers were as likely to respond to maternal bids as were their lower risk counterparts. Our results suggest that a disposition to share experiences with others is robust in infancy, even among infants with adverse attachment experiences, but this infant disposition may depend on adult initiation of bids to be realized.     

Women's Body Figure Preferences Across the Life Span

Body figure preferences were examined in a sample of 180 women 18 to 59 years old. Participants were presented with Fallon and Rozin's (1985) set of 9 silhouette drawings ranging from very thin to very heavy. Women of all ages rated their current figure as significantly larger than their ideal figure, indicating the presence of body dissatisfaction across the life span. The degree of body dissatisfaction did not vary with age, marital status, educational level, or occupational status. However, in contrast to the younger women's responses and to the results of previous studies, women over the age of 30 years rated their ideal figure as significantly larger than the one perceived as most attractive to men. Therefore, conclusions concerning this issue that are based on studies of college undergraduates cannot necessarily be generalized to other groups of women.     

Attention and Attachment Related Behavior Toward Professional Caregivers in Child Care Centers: A New Measure for Toddlers

The authors attempted to develop and validate the Toddler Attention Questionnaire (TAQ) by examining the relationship between attention and attachment to a professional caregiver. The psychometric reliability and validity of the TAQ was tested with 72 children ranging from 20 to 36 months old. Attentive processes were also measured by the Italian Questionnaire on Temperament, while attachment behaviors to professional caregivers were measured by the Attachment Q-Sort. Factor analysis supported four identifiable factors reflecting different concepts, theoretically discussed, related to attentive processes: attentive flexibility, attentive lability, attentive detachment, and attentive disorientation. Attachment security to professional caregivers is predicted through attentive flexibility and negative emotionality. Secure attachment behaviors were found to be related to flexibility of attention. The implications of the findings for future theoretical and empirical development of research in this field are also discussed.     

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety

Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Design and Methods: Undergraduate students (N = 184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.     

Using Baby Books to Increase New Mothers' Self‐Efficacy and Improve Toddler Language Development

Maternal self‐efficacy (MSE) has been shown to be important, yet little is known about how it develops over time and whether increasing knowledge about child development and parenting results in feeling more efficacious, especially for first‐time mothers. Furthermore, research is lacking about whether increased maternal self‐efficacy results in better child outcomes such as more receptive and expressive language. Using a randomized three‐group design, this study explores whether educational books, embedded with information about typical child development and optimal parenting, increase MSE for women over the first year and a half of motherhood and whether these increases result in better language skills for children at 18 months of age. Hierarchical linear model analyses show that MSE starts high and remains high and that providing educational books further increases the development of MSE. Increases in MSE have a positive impact on children's language skills, as does providing books, irrespective of educational content. These findings support the importance of MSE and demonstrate an inexpensive way to increase MSE and improve child outcomes. Copyright © 2013 John Wiley & Sons, Ltd.     

Infant emotion regulation: Relations to bedtime emotional availability,attachment security,and temperament

The present study examines the influences of mothers’ emotional availability toward their infants during bedtime, infant attachment security, and interactions between bedtime parenting and attachment with infant temperamental negative affectivity, on infants’ emotion regulation strategy use at 12 and 18 months. Infants’ emotion regulation strategies were assessed during a frustration task that required infants to regulate their emotions in the absence of parental support. Whereas emotional availability was not directly related to infants’ emotion regulation strategies, infant attachment security had direct relations with infants’ orienting toward the environment and tension reduction behaviors. Both maternal emotional availability and security of the mother–infant attachment relationship interacted with infant temperamental negative affectivity to predict two strategies that were less adaptive in regulating frustration.     

Maternal depressive symptoms and child temperament: Longitudinal associations with executive functioning

The present study investigated the contributions of maternal depressive symptoms and child temperament to youths' executive functioning (EF) across an 18-year longitudinal study. The primary hypothesis proposed that the association between youths' exposure to early maternal depressive symptoms (ages 3 & 5) and their EF (age 18) would be moderated by temperament in middle childhood (ages 8 & 10). Temperament was a significant moderator of the association between early maternal depressive symptoms and youth EF. Positive child temperament (high effortful control, EC, and low negative affectivity, NA) was associated with higher EF when maternal depressive symptoms during early childhood were low. In contrast, elevated maternal depressive symptoms overrode any associations between child temperament and later EF. Parallel analyses examining the interaction between child temperament and maternal depressive symptoms during middle childhood (controlling for earlier maternal depressive symptoms) revealed a different pattern of results. Clinical implications for prevention/intervention work on EF are discussed.     

Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems

Behavioural adjustment is critical for children's school readiness. This study used data from a nationally representative sample of children from the Early Childhood Longitudinal Study – Birth Cohort. We examined the effects of interactions between children's negative emotionality, maternal sensitivity and preschool teacher sensitivity on children's kindergarten internalizing and externalizing behaviours. Parent report of children's negative emotionality and observations of maternal sensitivity were obtained at age 2 years, teacher sensitivity was observed in preschool and teacher report of children's behaviour problems was obtained in kindergarten. Negative emotionality moderated links between maternal sensitivity, teacher sensitivity and children's internalizing behaviours. For children high in negativity, maternal sensitivity was positively associated with internalizing behaviour in the context of low teacher sensitivity, whereas for children low in negativity, maternal sensitivity was negatively associated with internalizing behaviour. For children high or low in negativity, internalizing behaviour was comparable when teacher sensitivity was high regardless of maternal sensitivity. Maternal sensitivity and teacher sensitivity interacted to predict externalizing behaviour regardless of child negativity. Children who experienced high teacher sensitivity displayed comparable externalizing behaviour regardless of maternal sensitivity. When children experienced low teacher sensitivity, maternal sensitivity was negatively associated with externalizing behaviour. Interactions between child characteristics and caregiving across developmental contexts are discussed. Copyright © 2014 John Wiley & Sons, Ltd.