Parenting and Child Behavior Problems throughout Middle Childhood and Adolescence: Examining Predictors of Parenting across Child Development

Abstract

Parenting behaviors have long been understood to play a key role in youth development across middle childhood and adolescence. However, questions remain regarding changes in parenting behavior profiles throughout these developmental periods as parents respond to the changing developmental needs of their children, and how these profiles are associated with parent, child, and contextual factors. Additionally, a further understanding of how these factors impact stability and/or change in parenting profiles over time is needed. To address these gaps, the current dissertation investigated stability and change in parenting behaviors during childhood and adolescence. Person-centered analyses were used to identify classes of caregivers who differed in frequency and quality of parenting behaviors across three time points (child ages 10-12, 12-14, and 16; Times 1, 2, and 3, respectively). Cross-sectional differences between classes on a number of parent, child, and contextual variables also were examined. Stability and transitions among parenting classes then were explored, and caregiver depression, youth temperamental positive mood, caregiver stress, and family relationship variables were examined as predictors of stability and transition among classes. Results revealed the presence of a Positive Parenting class at each time point. A Low Warmth/Low Communication class was observed at Time 1 only, and a Poor Supervision class was seen at Times 1 and 2. Additionally, an Adequate Parenting class and Consistent Discipline Only class were seen at Times 2 and 3. Classes differed on a number of variables, including caregiver depression, youth temperamental positive mood, youth externalizing behavior problems, and youth marijuana and hard drug use. Latent transition analyses revealed stability across each time point within the Positive Communication class, and within the Adequate Parenting class from Time 2 to Time 3. Transitions to other classes were consistent with developmentally expected changes in caregiver supervision and caregiver-child communication. Finally, child temperamental mood was the only significant predictor of transition between parenting classes, and only from Time 1 to Time 2. Results indicate that the quality and quantity of parenting behaviors differ depending on the age and related developmental stage of the child, and identified classes differ in terms of a number of child, caregiver, and broader contextual factors. These parenting behaviors and associated factors may be potential targets for enhanced and developmentally sensitive prevention and intervention efforts.