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Parenting cognitions → parenting practices → child adjustment? The standard model

Published online by Cambridge University Press:  19 June 2017

Marc H. Bornstein ,
Diane L. Putnick  and
Joan T. D. Suwalsky
Marc H. Bornstein*
Affiliation:
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Diane L. Putnick
Affiliation:
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Joan T. D. Suwalsky
Affiliation:
Eunice Kennedy Shriver National Institute of Child Health and Human Development
*
Address correspondence and reprint requests to: Marc H. Bornstein, Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Suite 8030, 6705 Rockledge Drive, Bethesda, MD 20892-7971; E-mail: [email protected].
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Abstract

In a large-scale (N = 317) prospective 8-year longitudinal multiage, multidomain, multivariate, multisource study, we tested a conservative three-term model linking parenting cognitions in toddlerhood to parenting practices in preschool to classroom externalizing behavior in middle childhood, controlling for earlier parenting practices and child externalizing behavior. Mothers who were more knowledgeable, satisfied, and attributed successes in their parenting to themselves when their toddlers were 20 months of age engaged in increased supportive parenting during joint activity tasks 2 years later when their children were 4 years of age, and 6 years after that their 10-year-olds were rated by teachers as having fewer classroom externalizing behavior problems. This developmental cascade of a “standard model” of parenting applied equally to families with girls and boys, and the cascade from parenting attributions to supportive parenting to child externalizing behavior obtained independent of 12 child, parent, and family covariates. Conceptualizing socialization in terms of cascades helps to identify points of effective intervention.

Type
Regular Articles
Information
Development and Psychopathology , Volume 30 , Issue 2 , May 2018 , pp. 399 - 416
Creative Commons
This is a work of the US Government and is not subject to copyright protection in the United States.
Copyright
Copyright © Cambridge University Press 2017

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Footnotes

This research was supported by the Intramural Research Program of the Eunice Kennedy Shriver National Institute of Health, National Institutes of Child Health and Human Development.

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