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Themenschwerpunkt

Zur Entwicklung externalisierender Verhaltensprobleme im Übergang vom Vor- zum Grundschulalter

Risikoeffekte des mütterlichen und väterlichen Erziehungsverhaltens

Published Online:November 26, 2007https://doi.org/10.1026/0942-5403.16.4.229

Abstract

Zusammenfassung. Im Beitrag werden quer- und längsschnittliche Daten aus der Erlangen-Nürnberger Präventions- und Entwicklungsstudie vorgestellt. Diese Daten beruhen auf elterlichen Befragungen zu Erziehungsmerkmalen und Verhaltensproblemen bei 448 Kindern im Alter von drei bis sechs Jahren. Die Ergebnisse zeigen, dass Einzelmerkmale der Erziehung mit der Entwicklung problematischen Verhaltens höchstens moderat korrelieren. Eine Faktorenanalyse über die verschiedenen Erziehungsmerkmale erbrachte zwei inhaltlich gut zu interpretierenden Faktoren (engagierte/selbstbewusste Elternschaft und problematisches Diziplinierungsverhalten), die jeweils deutliche Korrelationen mit dem Problemverhaltens aufwiesen. Diese Effekte waren insbesondere beim problematischen Disziplinierungsverhalten ausgeprägt und bestätigten sich sowohl für die Mütter als für die Väter. Für diesen Faktor ergaben sich auch geschlechtsspezifische und nichtlineare Effekte im Entwicklungsverlauf. Diese Ergebnisse werden vor dem Hintergrund der aktuellen Diskussionen um die Bedeutung elterlichen Erziehungsverhaltens und verschiedener methodischer Probleme der Studie diskutiert.


The development of externalizing behavior problems in the transition from pre- to elementary school age: Risk effects of maternal and paternal parenting

Abstract. This article presents cross-sectional and longitudinal data from the Erlangen-Nuremberg Prevention and Development Study. The data derive from surveys of parenting behavior and child behavior problems carried out with the parents of 448 preschool children aged 3 - 6 years. Results showed that correlations between single parenting scales and the development of problem behavior are, at best, only moderate. Factor analysis of the parenting variables resulted in two highly interpretable factors that both had marked correlations with problem behavior: engaged/self-confident parenting and problematic discipline. Effects were particularly marked for problematic discipline factor and could be confirmed for both mothers and fathers. Further analyses also showed gender-specific and nonlinear effects for this factor over the course of development. Findings are discussed against the background of the current discussions on the significance of parenting behavior and cognitions as well as various methodological problems in this study.

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