Modeling the Relationships Between Parent Strengths, Parenting Efficacy Beliefs, and Child Social-Emotional Behavior Shared Activities and Child Well-Being
Article Sidebar
Main Article Content
Abstract
The purpose of the study was to evaluate the relationships between child participation in parent interest-based and parent ability-based everyday activities, parenting efficacy beliefs, and child well-being. A strengths-based positive psychology framework was used to guide the conduct of the study and to posit hypothesized relationships among the study variables. 344 parents and other primary caregivers of infants, toddlers, and preschoolers residing in 49 of the 50 States in America. Latent variables were used to measure two child learning constructs (parent interest-based and parent ability-based activities), two parenting efficacy belief constructs (confidence and competence), and two child well-being constructs (positive well-being and negative well-being). Structural equation modeling was used to evaluate the direct and indirect effects of parent-provided everyday child learning opportunities on parenting efficacy beliefs and child well-being. Child participation in parent interest-based and parent ability-based everyday activities was directly related to parenting efficacy beliefs and indirectly related to child well-being mediated by parents’ belief appraisals. Parenting efficacy beliefs were also directly related to child well-being. Findings illustrate how parent and child shared experiences are interrelated, and how strengths-based, positive parenting practices are related to both parenting efficacy beliefs and child well-being.
Article Details
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0)
The authors retain copyright and permit the journal the copyright of first publication
Articles, once having passed the review process and accepted for publication in the CDMH Journal, are copyrighted under the CDMH Journal, Department of Mental Health, Ministry of Public Health. Please be aware distribution of CDMH Journal content for commercial purposes without permission is expressly prohibited. However, distribution with intent to educate, advocate, or spread awareness within the general public and research communities is permitted and encouraged with the understanding that the CDMH Journal Editorial Board do not hold jurisdiction or liability for any accompanying comments, text, or information from third parties, either in favor for or against the original article’s assertions, conclusions, methodology, or content.
References
References
Albanese, A. M., Russo, G. R., & Geller, P. A. (2019). The role of parental self-efficacy in parent and child well-being: A systematic review of associated outcomes. Child: Care, Health and Development, 45(3), 333-363. https://doi.org/310.1111/cch.12661.
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003). A psychology of human strengths: Fundamental questions and future direction for positive psychology. Washington, DC: American Psychological Association. https://doi.org/10.1037/10566-000.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Biswas-Diener, R. (2011). Applied positive psychology: Progress and challenges. The European Health Psychologist, 13(2), 24-26. https://www.ehps.net/ehp/index.php/contents/issue/view/ehp.v13.i22/ehp.v13.i22.full.
Crncec, R., Barnett, B., & Matthey, S. (2010). Review of scales of parenting confidence. Journal of Nursing Measurement, 18(3), 210-240. https://doi.org/210.1891/1061-3749.1818.1893.1210.
Donaldson, S. I., Csikszentmihalyi, M., & Nakamura, J. (Eds.). (2011). Applied positive psychology: Improving everyday life, health, schools, work, and society. New York: Psychology Press.
Dunst, C. J. (2008). Parent and community assets as sources of young children's learning opportunities (Revised and expanded ed.). Asheville, NC: Winterberry Press.
Dunst, C. J. (2020a). Everyday learning opportunities of young children with and without developmental disabilities. International Journal of Early Childhood Environmental Education, 7(3), 23-41. https://eric.ed.gov/?id=EJ1264525.
Dunst, C. J. (2020b). Parents' interests and abilities as sources of young children's everyday learning opportunities. Journal of Family Strengths, 20(1), Article 4. https://digitalcommons.library.tmc.edu/jfs/vol20/iss21/24.
Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21, 68-92. https://doi.org/10.1177/027112140102100202.
Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2002). Young children's participation in everyday family and community activity. Psychological Reports, 91, 875-897. https://doi.org/810.2466/PR2460.2491.2467.2875-2897.
Dunst, C. J., & Raab, M. (2002). Parenting confidence and efficacy scale. Asheville, NC: Winterberry Press.
Dunst, C. J., & Raab, M. (2012). Interest-based child participation in everyday learning activities. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1621-1623. ). New York: Springer: Springer. https://doi.org/10.1007/978-1-4419-1428-6
Dunst, C. J., Raab, M., & Hamby, D. W. (2016). Interest-based everyday child language learning. Revista de Logopedia, Foniatria y Audiologia, 36, 153-161. https://doi.org/110.1016/j.rlfa.2016.1007.1003.
Dunst, C. J., Raab, M., Trivette, C. M., Wilson, L. L., Hamby, D. W., Parkey, C., . . . French, J. (2007). Characteristics of operant learning games associated with optimal child and adult social-emotional consequences. International Journal of Special Education, 22(3), 13-24. http://www.internationaljournalofspecialeducation.com/.
Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2014). Relationships between family risk and opportunity factors and parent and child functioning. Journal of Educational and Developmental Psychology, 4(2), 10-23/ https://doi.org/10.5539/jedp.v5534n5532p5510.
Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology, 16(4), 381-390. https://doi.org/310.1037//0893-3200.1016.1034.1381.
Finn, L., & Vandermass-Peeler, M. (2013). Young children's engagement and learning opportunities in a cooking activity with parents and older siblings. Early Childhood Research & Practice, 15(1), 1-13. http://ecrp.uiuc.edu/v15n11/finn.html.
Flauquer, L. (2014). Family-related factors influencing child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J. Korbin (Eds.), Handbook of child well-being (pp. 2229-2255). New York: Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8.
Gibaud-Wallston, J., & Wandersman, L. P. (2001). Parenting Sense of Competence Scale. In J. Touliatos, B. F. Perlmutter, & M. A. Straus (Eds.), Handbook of family measurement techniques: Vol. 3 (pp. 315). Thousand Oaks, CA: Sage Publications.
Goldberg, S. (1977). Social competence in infancy: A model of parent-infant interaction. Merrill-Palmer Quarterly, 23, 163-177. https://www.jstor.org/stable/23084549.
Halle, T. G., & Darling-Churchill, K. E. (2016). Measuring social and emotional development in early childhood. Journal of Applied Developmental Psychology, 45, 8-18. https://doi.org/10.1016/j.appdev.2016.1002.1003.
Hasselkus, B. R. (2006). The world of everyday occupation: Real people, real lives. American Journal of Occupational Therapy, 60(6), 627-640. https://doi.org/610.5014/ajot.5060.5016.5627.
Heine, S. J. (2007). Culture and motivation: What motivates people to act the way that they do? In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 714-733). New York: Guilford Press.
Iiari, B. (2005). On musical parenting of young children: Musical beliefs and behaviors of mothers and infants. Early Child Development and Care, 175(7-8), 647-660. https://doi.org/610.1080/0300443042000302573.
Ireson, J., & Blay, J. (1999). Constructing activity: Participation by adults and children. Learning and Instruction, 9(1), 19-36. https://doi.org/10.1016/S0959-4752(1098)00022-X.
Jöreskog, K. G., & Sörbom, D. (2014). LISREL 9.1 for Windows [Computer software]. Skokie, IL: Scientific Software International.
Lopez, S. J., Pedrotti, J. T., & Snyder, C. R. (2018). Positive psychology: The scientific and practical explorations of human strengths (4th ed.). Singapore: SAGE Publishers.
Maynard, A. (2005). Child development and changing behavior in diverse societies: An activity setting approach. In C. R. O'Donnell & L. A. Yamauchi (Eds.), Culture and context in human behavior change: Theory, research, and application (pp. 207-231). New York: Peter Lang Publishing.
Nelson, S. K., Kushlev, K., English, T., Dunn, E. W., & Lyubomirsky, S. (2012). In defense of parenthood: Children are associated with more joy than misery. Psychological Science, 24(1), 3-10. https://doi.org/10.1177/0956797612447798.
Newland, L. A. (2015). Family well‐being, parenting, and child well‐being: Pathways to healthy adjustment. Clinical Psychologist, 19(1), 3-14. https://doi.org/10.1111/cp.12059.
Noonan, R. J., & Fairclough, S. J. (2018). Social disadvantage, maternal psychological distress, and difficulties in children's social-emotional well-being. Behavioral Sciences, 8, Article 103. https://doi.org/110.3390/bs8110103.
Petrenchik, T. M., & King, G. A. (2011). Pathways to positive development: Childhood participation in everyday places and activities. In S. Bazyk (Ed.), Mental health promotion, prevention, and intervention with children and youth: A guiding framework for occupational therapy (pp. 71-94). Bethesda, MD: AOTA Press
Renninger, K. A., & Su, S. (2019). Interest and its development, revisited. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (2nd ed., pp. 205-225). New York: Oxford University Press. https://doi.org/ 10.1093/oxfordhb/9780190666453.013.12.
Richter, N., Bondu, R., Spiess, C. K., Wagner, G. G., & Trommsdorff, G. (2018). Relations among maternal life satisfaction, shared activities, and child well-being. Frontiers in Psychology, 9, Article 739. https://doi.org/710.3389/fpsyg.2018.00739.
Ronka, A., & Korvela, P. (2009). Everyday family life: Dimensions, approaches, and current challenges. Journal of Family Theory and Research, 1(2), 87-102. https://doi.org/110.1111/j.1756-2589.2009.00011.x.
Rosenberg, L., Jarus, T., Bart, O., & Ratzon, N. Z. (2011). Can personal and environmental factors explain dimensions of child participation? Child: Care, Health and Development, 37, 266-275. https://doi.org/210.1111/j.1365-2214.2010.01132.x.
Sameroff, A. J. (Ed.) (2009). The transactional model of development: How children and contexts shape each other. Washington, DC: American Psychological Association. https://doi.org/10.1037/11877-001.
Scabini, E. (2016). Family relationships: A long-lasting source of well-being. Community Psychology in Global Perspective, 2(1), 36-51. https://doi.org/10.1285/i24212113v24212112i24212111p24212136.
Sternberg, R. J., & Grigorenko, E. L. (Eds.). (2003). The psychology of abilities, competencies, and expertise. New York: Cambridge University Press.
Swanson, J., Raab, M., & Dunst, C. J. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research, 9, 66-80. https://doi.org/10.1177/1476718X10368588.
Tikotzky, L. (2017). Parenting and sleep in early childhood. Current Opinion in Psychology, 15, 118-124. https://doi.org/110.1016/j.copsyc.2017.1002.1016.
Trivette, C. M., & Dunst, C. J. (2011). Consequences of interest-based learning on the social-affective behavior of young children with autism. Life Span and Disability, 14(2), 101-110. http://www.puckett.org/IBL-Autism.pdf.
Trivette, C. M., Dunst, C. J., & Hamby, D. (2004). Sources of variation in and consequences of everyday activity settings on child and parenting functioning. Perspectives in Education, 22(2), 17-35.
United States Census Bureau. (2017). American community survey: American fact finder. http://factfinder.census.gov.
Waugh, W., Brownell, C., & Pollock, B. (2015). Early socialization of prosocial behavior: Patterns of toddlers' helping in an everyday household task. Infant Behavior and Development, 39, 1-10. https://doi.org/10.1016/j.infbeh.2014.1012.1010.
Wittkowski, A., Garrett, C., Calam, R., & Weisberg, D. (2017). Self-report measures of parental self-efficacy: A systematic review of the current literature. Journal of Child and Family Studies, 26, 2960–2978. https://doi.org/2910.1007/s10826-10017-10830-10825.
Zumeta, L., Basabe, N., Wlodarczyk, A., Bobowik, M., & Paez, D. (2016). Shared flow and positive collective gatherings. Anales de Psicologia, 32(3), 717-727. https://doi.org/710.6018/analesps.6032.6013.2611651.