Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Child and Family Studies 4/2016

06-10-2015 | Original Paper

Maternal Depression and Children’s Cognitive and Socio-Emotional Development at First Grade: The Moderating Role of Classroom Emotional Climate

Auteurs: Ni Yan, Nan Zhou, Arya Ansari

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 4/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study examined whether a warm and positive classroom emotional climate would buffer the detrimental effects of maternal depression on children’s cognitive and socioemotional adjustment at first grade. Based on 1364 dyads, four waves of data spanning 6 months to first grade were used to examine paths between mothers’ early cumulative depressive symptoms and five first-grade outcomes (internalizing and externalizing behavior problems, social competence, academic functioning, and relationship with teachers). Classroom emotional climate was observed at first grade. Multiple group modeling revealed that children who were placed in a classroom that was characterized by a warm and positive emotional climate were shown to be less severely, or not, affected by mothers’ depressive symptoms in terms of the development of externalizing problems, social skills, cognitive performance, and relational functioning. Guided by the bioecological perspective, the current study showed synergic effects of intra-familial and extra-familial elements on an array of children’s developmental outcomes over time.
Literatuur
go back to reference Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont. Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont.
go back to reference Acock, A. C. (2005). Working with missing values. Journal of Marriage and Family, 67, 1012–1028. CrossRef Acock, A. C. (2005). Working with missing values. Journal of Marriage and Family, 67, 1012–1028. CrossRef
go back to reference Avant, T. S., Gazelle, H., & Faldowski, R. (2011). Classroom emotional climate as a moderator of anxious solitary children’s longitudinal risk for peer exclusion: A child × environment model. Developmental Psychology, 47, 1711–1727. CrossRefPubMed Avant, T. S., Gazelle, H., & Faldowski, R. (2011). Classroom emotional climate as a moderator of anxious solitary children’s longitudinal risk for peer exclusion: A child × environment model. Developmental Psychology, 47, 1711–1727. CrossRefPubMed
go back to reference Bell, R. O., & Chapman, M. (1984). Child effects in studies using experimental or brief longitudinal approaches to socialization. Developmental Psychology, 22, 595–603. CrossRef Bell, R. O., & Chapman, M. (1984). Child effects in studies using experimental or brief longitudinal approaches to socialization. Developmental Psychology, 22, 595–603. CrossRef
go back to reference Bronfenbrenner, U. (2001). The bioecological theory of human development. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopaedia of the social and behavioural sciences (pp. 6963–6970). Oxford, UK: Elsevier. CrossRef Bronfenbrenner, U. (2001). The bioecological theory of human development. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopaedia of the social and behavioural sciences (pp. 6963–6970). Oxford, UK: Elsevier. CrossRef
go back to reference Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture in developmental perspective: A bioecological theory. Psychological Review, 101, 568–586. CrossRefPubMed Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture in developmental perspective: A bioecological theory. Psychological Review, 101, 568–586. CrossRefPubMed
go back to reference Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (Vol. 6, pp. 793–828). New York, NY: Wiley. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (Vol. 6, pp. 793–828). New York, NY: Wiley.
go back to reference Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African American families. Child Development, 68, 935–954. CrossRef Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African American families. Child Development, 68, 935–954. CrossRef
go back to reference Burchinal, M. R., Lee, M., & Ramey, C. (1989). Type of day-care and preschool intellectual development in disadvantaged children. Child Development, 60, 128–137. CrossRefPubMed Burchinal, M. R., Lee, M., & Ramey, C. (1989). Type of day-care and preschool intellectual development in disadvantaged children. Child Development, 60, 128–137. CrossRefPubMed
go back to reference Call, K. T., & Mortimer, J. T. (2001). Arenas of comfort in adolescence: A study of adjustment in context. Mahwah, NJ: Erlbaum. Call, K. T., & Mortimer, J. T. (2001). Arenas of comfort in adolescence: A study of adjustment in context. Mahwah, NJ: Erlbaum.
go back to reference Campbell, S. B., Cohn, J. F., & Meyers, T. (1995). Depression in first-time mothers: Mother-infant interaction and depression chronicity. Developmental Psychology, 31(3), 349–357. CrossRef Campbell, S. B., Cohn, J. F., & Meyers, T. (1995). Depression in first-time mothers: Mother-infant interaction and depression chronicity. Developmental Psychology, 31(3), 349–357. CrossRef
go back to reference Campbell, S. B., Matestic, P., von Stauffenberg, C., Mohan, R., & Kirchner, T. (2007). Trajectories of maternal depressive symptoms, maternal sensitivity, and children’s functioning at school entry. Developmental Psychology, 43, 1202–1215. CrossRefPubMed Campbell, S. B., Matestic, P., von Stauffenberg, C., Mohan, R., & Kirchner, T. (2007). Trajectories of maternal depressive symptoms, maternal sensitivity, and children’s functioning at school entry. Developmental Psychology, 43, 1202–1215. CrossRefPubMed
go back to reference Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684–698. CrossRefPubMed Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684–698. CrossRefPubMed
go back to reference Cicchetti, D., Rogosch, F. A., & Toth, S. L. (1998). Maternal depressive disorder and contextual risk: Contributions to the development of attachment insecurity and behavior problems in toddlerhood. Development and Psychopathology, 10(02), 283–300. CrossRefPubMed Cicchetti, D., Rogosch, F. A., & Toth, S. L. (1998). Maternal depressive disorder and contextual risk: Contributions to the development of attachment insecurity and behavior problems in toddlerhood. Development and Psychopathology, 10(02), 283–300. CrossRefPubMed
go back to reference Conger, R. D., Conger, K. J., Elder, G. H., Lorenz, F. O., Simons, R. L., & Whitbeck, L. B. (1992). A family process model of economic hardship and adjustment of early adolescent boys. Child Development, 63, 526–541. CrossRefPubMed Conger, R. D., Conger, K. J., Elder, G. H., Lorenz, F. O., Simons, R. L., & Whitbeck, L. B. (1992). A family process model of economic hardship and adjustment of early adolescent boys. Child Development, 63, 526–541. CrossRefPubMed
go back to reference Crosnoe, R., Johnson, M. K., & Elder, G. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60–81. CrossRef Crosnoe, R., Johnson, M. K., & Elder, G. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60–81. CrossRef
go back to reference Cummings, E. M., & Davies, P. T. (1994). Maternal depression and child development. Journal of Child Psychology and Psychiatry, 35(1), 73–112. CrossRefPubMed Cummings, E. M., & Davies, P. T. (1994). Maternal depression and child development. Journal of Child Psychology and Psychiatry, 35(1), 73–112. CrossRefPubMed
go back to reference Dix, T., & Meunier, L. N. (2009). Depressive symptoms and parenting competence: An analysis of 13 regulatory processes. Developmental Review, 29, 45–86. CrossRef Dix, T., & Meunier, L. N. (2009). Depressive symptoms and parenting competence: An analysis of 13 regulatory processes. Developmental Review, 29, 45–86. CrossRef
go back to reference Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning? School Psychology Review, 36, 413–432. Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning? School Psychology Review, 36, 413–432.
go back to reference Dubois, D. L., Felner, R. D., Brand, S., Adam, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support and adaptation in early adolescence. Child Development, 63, 542–557. CrossRefPubMed Dubois, D. L., Felner, R. D., Brand, S., Adam, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support and adaptation in early adolescence. Child Development, 63, 542–557. CrossRefPubMed
go back to reference Ertel, K. A., Rich-Edwards, J. W., & Koenen, K. C. (2011). Maternal depression in the United States: Nationally representative rates and risks. Journal of Women’s Health, 20, 1609–1617. CrossRefPubMedPubMedCentral Ertel, K. A., Rich-Edwards, J. W., & Koenen, K. C. (2011). Maternal depression in the United States: Nationally representative rates and risks. Journal of Women’s Health, 20, 1609–1617. CrossRefPubMedPubMedCentral
go back to reference Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399–419. CrossRefPubMed Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399–419. CrossRefPubMed
go back to reference Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model. Developmental Psychology, 42, 1179–1192. CrossRefPubMed Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model. Developmental Psychology, 42, 1179–1192. CrossRefPubMed
go back to reference Goodman, S. H., & Gotlib, I. H. (1999). Risk for psychopathology in the children of depressed mothers: A developmental model for understanding mechanisms of transmission. Psychological Review, 106(3), 458–490. CrossRefPubMed Goodman, S. H., & Gotlib, I. H. (1999). Risk for psychopathology in the children of depressed mothers: A developmental model for understanding mechanisms of transmission. Psychological Review, 106(3), 458–490. CrossRefPubMed
go back to reference Greenberg, M. T., Lengua, L., Coie, J. D., & Pinderhughes, E. E. (1999). Predicting developmental outcomes at school entry using a multi-risk model: Four American communities. Developmental Psychology, 35, 403–417. CrossRefPubMedPubMedCentral Greenberg, M. T., Lengua, L., Coie, J. D., & Pinderhughes, E. E. (1999). Predicting developmental outcomes at school entry using a multi-risk model: Four American communities. Developmental Psychology, 35, 403–417. CrossRefPubMedPubMedCentral
go back to reference Hagekull, B., & Bohlin, G. (1995). Day care quality, family and child characteristics and socioemotional development. Early Childhood Research Quarterly, 10, 505–526. CrossRef Hagekull, B., & Bohlin, G. (1995). Day care quality, family and child characteristics and socioemotional development. Early Childhood Research Quarterly, 10, 505–526. CrossRef
go back to reference Hamre, B. K., & Pianta, R. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. CrossRefPubMed Hamre, B. K., & Pianta, R. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. CrossRefPubMed
go back to reference Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relations. Social Development, 9, 191–204. CrossRef Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relations. Social Development, 9, 191–204. CrossRef
go back to reference Kiuru, N., Poikkeus, A., Lerkkanen, M., Pakarinen, E., Siekkinen, M., Ahonen, T., & Nurmi, J. (2012). Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection. Learning and Instruction, 22, 331–339. CrossRef Kiuru, N., Poikkeus, A., Lerkkanen, M., Pakarinen, E., Siekkinen, M., Ahonen, T., & Nurmi, J. (2012). Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection. Learning and Instruction, 22, 331–339. CrossRef
go back to reference Kline, R. B. (2010). Principles and practice of structural equation modeling. New York: Guilford. Kline, R. B. (2010). Principles and practice of structural equation modeling. New York: Guilford.
go back to reference Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191–195. CrossRef Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191–195. CrossRef
go back to reference Lansford, J. E., Malone, P. S., Stevens, K. I., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2006). Developmental trajectories of externalizing and internalizing behaviors: Factors underlying resilience in physically abused children. Development and Psychopathology, 18, 35–55. CrossRefPubMedPubMedCentral Lansford, J. E., Malone, P. S., Stevens, K. I., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2006). Developmental trajectories of externalizing and internalizing behaviors: Factors underlying resilience in physically abused children. Development and Psychopathology, 18, 35–55. CrossRefPubMedPubMedCentral
go back to reference Lovejoy, M. C., Graczyk, P. A., O’Hare, E., & Neuman, G. (2000). Maternal depression and parenting behavior: A meta-analytic review. Clinical Psychology Review, 20, 529–561. CrossRef Lovejoy, M. C., Graczyk, P. A., O’Hare, E., & Neuman, G. (2000). Maternal depression and parenting behavior: A meta-analytic review. Clinical Psychology Review, 20, 529–561. CrossRef
go back to reference Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238. CrossRefPubMed Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238. CrossRefPubMed
go back to reference Muthén, L. K., & Muthén, B. O. (1998–2011). Mplus User’s Guide. Sixth Edition. Los Angeles, CA: Muthén & Muthén. Muthén, L. K., & Muthén, B. O. (1998–2011). Mplus User’s Guide. Sixth Edition. Los Angeles, CA: Muthén & Muthén.
go back to reference NICHD ECCRN. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102, 367–387. CrossRef NICHD ECCRN. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102, 367–387. CrossRef
go back to reference NICHD ECCRN. (2003). Social functioning in first grade: Prediction from home, child care and concurrent school experience. Child Development, 74, 1639–1662. CrossRef NICHD ECCRN. (2003). Social functioning in first grade: Prediction from home, child care and concurrent school experience. Child Development, 74, 1639–1662. CrossRef
go back to reference Noam, G. G., Warner, L. A., & Van Dyken, L. (2001). Beyond the rhetoric of zero tolerance: Long-term solutions for at-risk youth. New Directions for Youth Development, 92, 155–182. CrossRefPubMed Noam, G. G., Warner, L. A., & Van Dyken, L. (2001). Beyond the rhetoric of zero tolerance: Long-term solutions for at-risk youth. New Directions for Youth Development, 92, 155–182. CrossRefPubMed
go back to reference Pianta, R. C. (1992). Beyond the parent: The role of other adults in children’s lives. New directions for child development (Vol. 57). San Francisco: Jossey-Bass. Pianta, R. C. (1992). Beyond the parent: The role of other adults in children’s lives. New directions for child development (Vol. 57). San Francisco: Jossey-Bass.
go back to reference Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. CrossRef Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. CrossRef
go back to reference Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102, 225–238. CrossRef Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102, 225–238. CrossRef
go back to reference Radloff, L. S. (1977). The CES-D scale a self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385–401. CrossRef Radloff, L. S. (1977). The CES-D scale a self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385–401. CrossRef
go back to reference Reid, M., Landesman, S., Treder, R., & Jaccard, J. (1989). “My family and friends”: Six- to twelve-year-old children’s perceptions of social support. Child Development, 60, 896–910. CrossRefPubMed Reid, M., Landesman, S., Treder, R., & Jaccard, J. (1989). “My family and friends”: Six- to twelve-year-old children’s perceptions of social support. Child Development, 60, 896–910. CrossRefPubMed
go back to reference Rimm-Kaufman, S. E., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., et al. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451–470. CrossRef Rimm-Kaufman, S. E., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., et al. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451–470. CrossRef
go back to reference Skill, J. S., Shaw, D. S., Forbes, E. E., Lane, T. L., & Kovacs, M. (2006). Maternal depression and child internalizing: The moderating role of child emotion regulation. Journal of Clinical Child and Adolescent Psychology, 35, 116–126. CrossRef Skill, J. S., Shaw, D. S., Forbes, E. E., Lane, T. L., & Kovacs, M. (2006). Maternal depression and child internalizing: The moderating role of child emotion regulation. Journal of Clinical Child and Adolescent Psychology, 35, 116–126. CrossRef
go back to reference Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581. CrossRef Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581. CrossRef
go back to reference Skinner, E. A., Zimmer-Gemback, M. J., & Connell, J. P. (1998). Individual differences in the development of perceived control. Monographs of the Society for Research in Child Development, 63(2–3), 254. Skinner, E. A., Zimmer-Gemback, M. J., & Connell, J. P. (1998). Individual differences in the development of perceived control. Monographs of the Society for Research in Child Development, 63(2–3), 254.
go back to reference Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287–301. CrossRefPubMed Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287–301. CrossRefPubMed
go back to reference Wilson, H. K., Pianta, R. C., & Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal, 108, 81–96. CrossRef Wilson, H. K., Pianta, R. C., & Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal, 108, 81–96. CrossRef
go back to reference Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM.
go back to reference Zahn-Waxler, C., Iannotti, R. J., Cummings, E. M., & Denham, S. (1990). Antecedents of problem behaviors in children of depressed mothers. Development and Psychopathology, 2(03), 271–291. CrossRef Zahn-Waxler, C., Iannotti, R. J., Cummings, E. M., & Denham, S. (1990). Antecedents of problem behaviors in children of depressed mothers. Development and Psychopathology, 2(03), 271–291. CrossRef
go back to reference Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools. Social Policy Report: Society for Research in Child Development, 8, 1–19. Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools. Social Policy Report: Society for Research in Child Development, 8, 1–19.
Metagegevens
Titel
Maternal Depression and Children’s Cognitive and Socio-Emotional Development at First Grade: The Moderating Role of Classroom Emotional Climate
Auteurs
Ni Yan
Nan Zhou
Arya Ansari
Publicatiedatum
06-10-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 4/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-015-0301-9