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Gepubliceerd in:

01-03-2015 | Original Paper

Associations Among Parental Stress, Child Competence, and School-Readiness: Findings from the PACE Study

Auteurs: Kathryn Soltis, Tatiana M. Davidson, Angela Moreland, Julia Felton, Jean E. Dumas

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2015

Abstract

Perceived parental stress has been consistently shown to negatively impact child functioning and ability to cope with stressful situations. Utilizing data from the parenting our children to excellence program, the current study examined the relationships among perceived parenting stress, coping competence, and school readiness in a sample of African American and Caucasian parents of preschool children (age 3–6) considered at high risk for child physical abuse. We hypothesized that child competence would mediate the relation between perceived parental stress and children’s school readiness. We tested a longitudinal latent variable model and found that parent-reported (but not teacher-reported) child competence mediated the relation between perceived parental stress and school readiness, controlling for family income, parent’s education level, and child’s sex. These results suggest that parents’ perceived stress plays a role in both how they view their children’s competence and how children perform academically.

vorige artikel Maternal Mental Health and Children’s Internalizing and Externalizing Behaviors: Beyond Maternal Substance Use Disorders

volgende artikel A Model of Positive Family and Peer Relationships on Adolescent Functioning

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Titel: Associations Among Parental Stress, Child Competence, and School-Readiness: Findings from the PACE Study
Auteurs: Kathryn Soltis
Tatiana M. Davidson
Angela Moreland
Julia Felton
Jean E. Dumas
Publicatiedatum: 01-03-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 3/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-013-9875-2

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