東華大學圖書館 |

Understanding Parental Control and Structure in Anxious and Non-anxious Children: An Observational Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding Parental Control and Structure in Anxious and Non-anxious Children: An Observational Study./
作者:	Levitt, Madeline.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
Contained By:	Dissertations Abstracts International83-04B.
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10928928
ISBN:	9798538142811

Understanding Parental Control and Structure in Anxious and Non-anxious Children: An Observational Study.
Levitt, Madeline.

Understanding Parental Control and Structure in Anxious and Non-anxious Children: An Observational Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 126 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: B.

Thesis (Ph.D.)--Clark University, 2021.

This item must not be sold to any third party vendors.

Anxiety is one of the most common psychological difficulties experienced in school-aged children. Controlling or restrictive parenting behaviors have been linked to the development and maintenance of child anxiety, and the association between parental control and child anxiety has been shown to be bidirectional. Parental structure, while also theoretically relevant to anxiety, has yet to be explored in relation to child anxiety. This observational study utilized a Self-Determination Theory (SDT) framework to further examine parental control, as well as the less explored dimension of parental structure, during parent-child interactions in a sample of clinically anxious and non-clinically anxious children. This study examined levels of parental control and structure when parents and their children engaged in two conversations. It also examined how parents' use of control and structure related to children's engagement, as well as their positive versus negative affect in the conversations. We predicted that higher parental control would be associated with children's lower engagement and less positive affect, while higher parental structure would be associated with children's higher engagement and more positive affect in both conversations, and that these associations would be stronger for the clinically anxious compared to non-anxious children. Fifty-two children ages 7-17 (average age 11.79 years) in grades 1-12 and their caregiver (45 mothers, 7 fathers) participated in the study. Of the sample, 25 children were diagnosed with a clinical anxiety disorder (anxious group) and 27 children did not meet criteria for a clinical anxiety disorder (non-anxious group). Following a warm-up task, children and their parents participated in two video recorded conversations. In the anxiety conversation, they discussed something that makes the child anxious or worried. In the conflict conversation, they discussed an area of parent-child conflict. Parenting and child behaviors were coded by raters blind to study groups and hypotheses for parental control and structure, and child engagement and affect. Parents also reported on their own levels of stress and anxiety and on their child's anxiety symptoms, and children reported on their own anxiety symptoms. Results revealed that, unlike previous findings, parents of anxious children were not more controlling than parents of non-anxious children in the conversations. Parents of anxious children were equally controlling when discussing their child's anxiety and an area of parent-child conflict, whereas parents of non-anxious children were more controlling when discussing parent-child conflict. In regression analyses, higher ratings of parental structure, but not control were associated with children's higher engagement and more positive affect in the conversations, and these associations were shown to be stronger and significant only in the anxious group. These findings underscore the importance of examining parental structure alongside parental control and their associations with children's experience in parent-child interactions using observational methods. The results highlight the vital role of parents' provision of structure for anxious children's experience in particular. These findings can inform recommendations for both parents and clinicians regarding how to implement additional structure in order to help clinically anxious children thrive.

ISBN: 9798538142811Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Child anxiety

Understanding Parental Control and Structure in Anxious and Non-anxious Children: An Observational Study.
LDR:04583nmm a2200361 4500 001 2345649
005 20220613063744.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798538142811
035 $a (MiAaPQ)AAI10928928
035 $a AAI10928928
040 $a MiAaPQ $c MiAaPQ
100 1 $a Levitt, Madeline. $3 3684620
245 1 0 $a Understanding Parental Control and Structure in Anxious and Non-anxious Children: An Observational Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 126 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
500 $a Advisor: Grolnick, Wendy.
502 $a Thesis (Ph.D.)--Clark University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Anxiety is one of the most common psychological difficulties experienced in school-aged children. Controlling or restrictive parenting behaviors have been linked to the development and maintenance of child anxiety, and the association between parental control and child anxiety has been shown to be bidirectional. Parental structure, while also theoretically relevant to anxiety, has yet to be explored in relation to child anxiety. This observational study utilized a Self-Determination Theory (SDT) framework to further examine parental control, as well as the less explored dimension of parental structure, during parent-child interactions in a sample of clinically anxious and non-clinically anxious children. This study examined levels of parental control and structure when parents and their children engaged in two conversations. It also examined how parents' use of control and structure related to children's engagement, as well as their positive versus negative affect in the conversations. We predicted that higher parental control would be associated with children's lower engagement and less positive affect, while higher parental structure would be associated with children's higher engagement and more positive affect in both conversations, and that these associations would be stronger for the clinically anxious compared to non-anxious children. Fifty-two children ages 7-17 (average age 11.79 years) in grades 1-12 and their caregiver (45 mothers, 7 fathers) participated in the study. Of the sample, 25 children were diagnosed with a clinical anxiety disorder (anxious group) and 27 children did not meet criteria for a clinical anxiety disorder (non-anxious group). Following a warm-up task, children and their parents participated in two video recorded conversations. In the anxiety conversation, they discussed something that makes the child anxious or worried. In the conflict conversation, they discussed an area of parent-child conflict. Parenting and child behaviors were coded by raters blind to study groups and hypotheses for parental control and structure, and child engagement and affect. Parents also reported on their own levels of stress and anxiety and on their child's anxiety symptoms, and children reported on their own anxiety symptoms. Results revealed that, unlike previous findings, parents of anxious children were not more controlling than parents of non-anxious children in the conversations. Parents of anxious children were equally controlling when discussing their child's anxiety and an area of parent-child conflict, whereas parents of non-anxious children were more controlling when discussing parent-child conflict. In regression analyses, higher ratings of parental structure, but not control were associated with children's higher engagement and more positive affect in the conversations, and these associations were shown to be stronger and significant only in the anxious group. These findings underscore the importance of examining parental structure alongside parental control and their associations with children's experience in parent-child interactions using observational methods. The results highlight the vital role of parents' provision of structure for anxious children's experience in particular. These findings can inform recommendations for both parents and clinicians regarding how to implement additional structure in order to help clinically anxious children thrive.
590 $a School code: 0048.
650 4 $a Psychology. $3 519075
650 4 $a Clinical psychology. $3 524863
650 4 $a Parents & parenting. $3 3562799
650 4 $a Behavior. $3 532476
650 4 $a Threats. $3 594889
650 4 $a Siblings. $3 3684621
650 4 $a Demographics. $3 3540640
650 4 $a Academic achievement. $3 541708
650 4 $a Anxieties. $3 3544556
650 4 $a Children & youth. $3 3541389
650 4 $a Friendship. $3 611043
650 4 $a Emotions. $3 524569
650 4 $a Mothers. $3 598165
650 4 $a Self esteem. $3 3562235
650 4 $a Individual & family studies. $3 2122770
653 $a Child anxiety
653 $a Parental control
653 $a Parental structure
653 $a Parenting
690 $a 0621
690 $a 0622
690 $a 0628
710 2 $a Clark University. $b Psychology. $3 2097321
773 0 $t Dissertations Abstracts International $g 83-04B.
790 $a 0048
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10928928