Emotional Expressiveness and Parenting Behaviors in Mothers with Histories of Aggression and Social Withdrawal : An Intergenerational Study
Référence bibliographique 
Perez Rojas, Madiane. 2005. «Emotional Expressiveness and Parenting Behaviors in Mothers with Histories of Aggression and Social Withdrawal : An Intergenerational Study». Mémoire de maîtrise, Montréal, Université Concordia, Département de psychologie.
Intentions : « The present study was designed to investigate maternal emotional expressiveness and parenting behaviors in a high-risk population where mothers had childhood histories of aggression and/or social withdrawal. Two main objectives were adressed: (1) to examine the predictive relationship between maternal childhood levels of aggression and social withdrawal, child age, maternal education and maternal emotional expressiveness, and (2) to investigate the predictive relationship among maternal childhood levels of aggression and social withdrawal, child age and maternal education and parenting practices. » (p.iii)
Questions/Hypothèses : « Hypothesis 1. It was expected that childhood risk status would predict different pathways for maternal emotional expressiveness. Mothers with histories of aggression were expected to differ from mothers with histories of social withdrawal in terms of emotional expressiveness. Mothers with histories of social withdrawal were expected to have more difficulties in expressing emotions, particularly positive emotions. Similarly, it was expected that mothers with childhood histories of aggression or both aggression and withdrawal would express more negative emotions during their interactions with children. Hypothesis 2. Child age was also expected to predict maternal emotional expressiveness. Specially, as children get older, mothers were expected to express less positive emotions. [...] [I]t was also hypothesized that maternal education would mediate mothers’ emotional expressiveness; mothers with lower levels of education would express more negative emotions to their children. [...] Hypothesis 3 It was anticipated that maternal levels of childhood aggression and withdrawal would predict maternal teaching behaviors. Il was expected that mothes with histories of childhood social withdrawal would display more negative teaching behaviors (i.e. demonstration or providing the answer without explanations) due to their inadequate development of social skills. Hypothesis 4. It was expected that maternal childhood levels of aggression and withdrawal would contribute to the prediction of maternal use of limit setting. Mothers with histories of aggression were expected to use more negative limit setting rather than positive limit setting. Hypothesis 5. It was anticipated that mothers’ childhood risk status would predict maternal attitude toward children’s errors. Mothers who were identified as aggressive in childhood would display more of a critical attitude rather than a constructive attitude towards their children’s mistakes during the interaction. Hypothesis 6. Child age and maternal levels of education were also expected to predict parenting practices. Specifically, as children get older, mothers were expected to use less positive limit setting during the interaction. Less educated mothers were expected to display less constructive parental behaviors such as a critical atttidude towards children’s mistakes and negative limit setting. » (p. 23-24)
Échantillon/Matériau : 107 dyades mère-enfant de l’étude originale The Concordia Longitudinal Risk Project
Instruments : - Demographic Information Questionnaire (DIQ); - Coding scheme for Parental Emotional Expressiveness (PEECS); - Coding Scheme for Parenting Style (PSCS).
Type de traitement des données : Analyse statistique
« The development of socio-emotional competence, autonomy, and other positive developmental outcomes in children is strongly related to early parent-child interactions and the quality of parenting behaviors. » (p. iii) This study is about maternal emotional expressiveness, parenting behaviors of mothers that had childhood histories of aggression and social withdrawal. The dyads of mother-child « [...] were videotaped in their homes while they interacted with their children (aged 1 to 6 years) during a puzzle task. Verbal and non-verbal expressions of maternal emotions (i.e., positive and negative) and parenting behaviors (i.e., teaching, attitude towards error, and limit setting) were coded from the videorecords. Results supported the hypothesis that maternal childhood risk status influences maternal emotional expressiveness and parenting behaviors. Mothers with histories of social withdrawal were less likely to express positive emotions and more likely to use negative teaching strategies while interacting with their children, whereas with histories of aggression were more likely to use negative limit setting and critical attitude towards error. Child age and maternal education also impacted maternal emotional expressiveness and parenting behaviors. Less educated mothers and mothers of older children were more likely to express negative emotions in an indirect way. The findings are revelant to understanding the mechanisms by which risk and resilience are being transferred, and the role of parents in the origins of social competence. Ultimately, the findings contribute to the development of early preventive interventions designed to advance positive parental behaviors which promote resilience and prevent the intergenerational transfer of risk. » (p. iii-iv)