General and emotion-specific parenting styles as predictors of children's internalizing and externalizing behavior

General and Emotion-specific Parenting Styles as Predictors of Children’s Internalizing and Externalizing Behavior Jessica W. Rupenthal The purpose of this study was to investigate the relation between general parenting practices (e.g., authoritative and authoritarian) and emotion-specific parenting practices (supportive and non-supportive). In addition, a second goal of this study was to examine the manner which general parenting practices and emotion-specific parenting practices collectively contribute to children’s displays of fear/anxiety and hostility/aggression. Data were gathered from 27 mothers (mean age = 34 years) and their preschool-aged children (14 boys, 13 girls; mean age = 3.5 years) in Morgantown, West Virginia. The majority (92%) of mothers were White (4% Black, 4% Bi-racial). Mothers completed a series of questionnaires. In order to assess general parenting typologies and emotion-specific parenting practices, mothers completed the Parenting Practices Questionnaire (PPQ; Robinson, Mandleco, Frost, Olsen, & Hart, 1995) and the Coping with Children’s Negative Emotions Scale (CCNES; Fabes, Poulin, Eisenberg, Madden-Derdich, 2002). Mothers also rated their children’s hostility/aggression and fear/anxiety via the Preschool Behavior Questionnaire (Behar & Stringfield, 1974). Bivariate correlation analyses were conducted and it was determined that authoritative parenting was significantly and positively related to supportive emotion socialization strategies in response to children’s anger and fear. In addition, authoritarian parenting was significantly and positively related to nonsupportive fear. A series of multiple regressions were also conducted and indicated that authoritarian parenting was a significant (negative) main effect predictor of fear/anxiety. Finally, the interaction between authoritarian parenting and non-supportive-anger was predictive of fear/anxiety at the trend level. The implications of examining general and emotion specific parenting practices as contributors to children’s social and emotional development are discussed. iii Acknowledgements First and foremost I would like to thank my wonderful family for their unwavering support throughout my college career. When times were tough and I was on the brink of breaking down, I could always count of each of you for your kind words and positive encouragement. I especially would like to offer thanks to my mother, who, throughout all of the ups and downs has been my rock. Mom, I always have been able to count on you. Your love, support and belief in my abilities (even when I didn’t believe in myself) is what has helped push me to achieve what once seemed so far out of reach. You’re an amazing mother and a wonderful friend. I truly believe that I owe part of this degree to you. Throughout this process the meaning of family really hit home. Although the focus of my thesis was in regards to preschool-aged children, I believe that the same processes still hold true as an adult, and for that I am very lucky to have such a warm, supportive, and nurturing family (Baumrind and Fabes would be agree). Next, I want to thank each of my committee members, Dr. Amy Root, Dr. Kristin Moilanen, and Dr. Amy Gentzler for your guidance during this process. Your feedback and support is what helped make this document possible. The knowledge I have gained while working with each of you is invaluable. Amy, you have been an amazing teacher, mentor, and friend and I am honored to have had the opportunity to work so closely with you during the past year. Your encouragement and guidance has meant the world to me. You helped me view things from a different perspective and really fueled my interest in the study of emotion socialization. Words cannot express how thankful I am for all that you have done, and all that you have helped me to achieve. In addition, I would like to thank the Child Development and Family Studies faculty members and staff. It is certain that I have learned so much in the realm of child development iv from each of you. Last, but not least, I would like to thank my friends and classmates for their support. Sharing the experience of graduate school has helped us to develop a unique bond that I believe will last a lifetime.