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• W230090979 abstract "The purpose of this study was to extend research on parenting styles and parent-child socialization beyond the dyadic relationships and toward inclusion of variables that give information about the couple's co-parenting, that is, the way they work together as parents. At the initial assessment, 45 predominantly middle-class families with a preschool-age child took part in a laboratory visit. Both parents completed questionnaires about their marital relationship, while raters evaluated each parent's relationship with the child d'iring laboratory play sessions. A total of 38 families took part in follow-up assessments 2 years later, in which kindergarten teachers evaluated each child's academic and social adaptation to school. Correlational and multiple regression analyses examined the extent to which marital quality, the quality of mothers' and of fathers' parenting during dyadic sessions, and the differences between mothers' and fathers' parenting styles helped predict children's academic and social adjustment. Results demonstrated that although the quality of mothers' and fathers' marital life and parenting was linked with some aspects of children's adjustment during kindergarten, in many instances, information about the co-parenting system helped predict children's adjustment over and above the contributions of marriage and parenting. (Author/MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OP EDUCATION OF lice of Educabsnal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) X jr.s documnt has been reproduced as eCeived from the poreOn or cwgsnrzahon onginating it 0 Minor changes have been mad* to rrnpfoyst reproduction oulity Points ot view or opinrons slated VI hIs docurnenl do not necessarily rptuint othcmI OE RI position or policy The Co-Parenting System: Longitudinal Effects for Kindergartners of Differences between Mothers' and Fathers' Parenting Styles Joan A. Kaplan Department of Psychology University of California, Berkeley Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA, March 1993 ABSTRACT The purpose of this study was to extend research on parenting styles and parent-child socialization beyond the examination of dyadic relationships and toward the inclusion of variables that give information about the couple's co-parenting, that is the way they work together as parents. The longitudinal effects of one aspect of co-parenting differences between the parenting styles of preschool-age children's mothers and fathers -on children's functioning two years later are explored. It was hypothesized the similarities in parenting styles (positive co-parenting evaluations) during preschool would be predictive of children's adjustment during kindergartenThe purpose of this study was to extend research on parenting styles and parent-child socialization beyond the examination of dyadic relationships and toward the inclusion of variables that give information about the couple's co-parenting, that is the way they work together as parents. The longitudinal effects of one aspect of co-parenting differences between the parenting styles of preschool-age children's mothers and fathers -on children's functioning two years later are explored. It was hypothesized the similarities in parenting styles (positive co-parenting evaluations) during preschool would be predictive of children's adjustment during kindergarten At the initial assessment, forty-five families with a preschool age child took part in a laboratory visit, and both parents completed self-report questionnaires about their marital relationship. Raters evaluated each parent's emotional expression, responsiveness, limit setting, and structuring during parent-child play sessions in a laboratory playroom. The differences between each mother's and father's style on these dimensions were used to represent their co-parenting. Thirty-eight of the families took part in the follow-up assessment two years later in which kindergarten teachers evaluated each child's academic and social adaptation to school. Correlational and multiple regression analyses examined the extent to which marital quality, the quality of mothers' and of fathers' parenting during dyadic sessions, and the differences between mothers' and fathers' parenting styles helped predict children's academic and social adjustment during kindergarten. Results demonstrate that while the quality of mothers' and fathers' marital life and parenting is linked with some aspects of children's adjustment during kindergarten, in many instances, information about the co-parenting system helps predict children's adjustment over and above the contributions of marriage and parenting. However, contrary to hypotheses, the extent to which mothers' and fathers behave in similar ways was not always predictive of their child's adjustment. Differences in the affective aspects of parenting styles were generally predictive of teachers' perceptions of children as having more externalizingslifficulties but also as having fewer withdrawn, immature and internalizing problems than other children. These findings are examined from a contextual and family systems perspectives. Though at times contrary to hypotheses, the results suggest the importance of incorporating family interactions and systemic constructs in parenting research. VIZ PERMISSION TO REPRODUCE THIS 1%.1419 MATERIAL HAS BEEN GRANTED BY ?mai ZIK141 R i<csiA'art TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI-" @default.
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• W230090979 title "The Co-Parenting System: Longitudinal Effects for Kindergartners of Differences between Mothers' and Fathers' Parenting Styles." @default.
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