Does maternal anxiety predict child behavioral problems? An examination of internalizing and externalizing behaviors in children of participants in a Brazilian cohort study

Maternal anxiety can have a significant impact on a child's behavior. This study aimed to investigate the association between maternal anxiety and externalizing and internalizing behavioral problems in their offspring. Data were utilized from 530 mothers and their 740 children participating in the 1993 Pelotas Birth Cohort and the 1993 Cohort-II study, respectively. Maternal anxiety was assessed at ages 18 and 22 using the Mini International Neuropsychiatric Interview (MINI). At age 22, mothers completed the Child Behavior Checklist (CBCL) to assess externalizing and internalizing behavior problems in their children (aged 16 months to 10 years). Two samples were analyzed: one included all children, and the other was a subsample that included only one child per mother. In one-child-per-mother sample, children of mothers with anxiety had 4.63 (95 % CI: 2.28; 6.97), 3.35 (95 % CI: 0.92; 5.77), and 4.97 (95 % CI: 2.51; 7.43) points higher scores on internalizing, externalizing, and total problem scales, respectively, compared to children of mothers without anxiety. When including all children, the differences were 2.68 (95 % CI: 0.93; 4.44), 2.63 (95 % CI: 0.73; 4.52), and 2.60 (95 % CI: 0.87; 4.34) points, respectively. Understanding the mechanisms underlying this association, emphasized by these findings, is crucial for promoting children's mental health and well-being, as well as developing effective interventions to support both mothers and children.

Factors influencing parents' educational anxiety of primary and secondary school students: evidence from parents in China

BACKGROUND

Current research has focused on exploring the sources of parents' anxiety about children's education (PAE), and we continue in this direction by exploring the factors influencing parental educational anxiety in primary and secondary school students and the interactions among them.

METHODS

Parental Educational Anxiety Measurement Questionnaire was used to measure the level of PEA. Pearson correlation coefficient analysis was used to examine the correlation between the level of PAE and the demographic variables. The method of multiple stepwise regression analysis was used to explore the demographic factors correlated with PAE. Two-way interactions in moderated multiple regression to examine the moderating effects of educational attainment on monthly household mortgage payments and PAE.

RESULTS

Our results indicate that there were statistical differences among education level, average monthly household income, child's stage of learning and monthly household mortgage payments; PEA were negatively correlated with education level and average monthly household income, and positively correlated with monthly cost of educational inputs. The results of multiple regression analysis showed that education level, average monthly household income, monthly household mortgage payment, and monthly cost of educational inputs were direct influences on PEA. Education level has a significant moderating effect on the monthly mortgage payment and PEA.

CONCLUSION

Education level, average monthly household income, monthly household mortgage payment, and monthly cost of educational inputs were direct influencing factor of PEA.

Low neurocognitive performance and problematic contexts: interaction influences in predicting adolescent externalizing behaviors within a community sample

Research has identified neurocognitive and contextual risk factors of externalizing behaviors. However, fewer studies have examined the interaction among neurocognitive and other risk factors in predicting externalizing behaviors. The goal of the current study was to examine the relation between neurocognitive and contextual factors in predicting externalizing behaviors in a community sample of adolescents. Participants were 84 adolescents, aged 11-17 (M = 13.39, SD = 1.82), recruited as part of a larger study. Separate moderated multiple regression models were utilized in which neurocognitive variables (intellectual functioning, short-term memory/attention, disinhibition) were added as predictors and contextual variables (family dysfunction and parental depression, anxiety, and stress) were added as moderators in step 1, and their interaction was added in step 2. Externalizing behaviors served as criterion variables (hyperactivity/impulsivity and oppositional defiant disorder symptom severity, reactive and proactive aggression). Overall, results suggest that higher levels of problematic contextual factors exacerbate the significant negative associations among neurocognitive functioning and externalizing behaviors. Importantly, this pattern was shown across neurocognitive domains and contextual factors. Findings suggest that contextual factors should be targeted for the treatment or prevention of youth externalizing behaviors, particularly for adolescents with neurocognitive vulnerabilities.

Parent-Child Inpatient Treatment in Child and Adolescent Mental Healthcare: Predictors of Child Outcomes

Family inpatient units in child and adolescent mental health (CAMH) services engage all admitted family members in the treatment of children's symptoms. Studies demonstrated improvements in child and family functioning following family inpatient treatment, but evidence regarding predictors of treatment outcome is lacking. We analyzed data of families (n = 66) who received a four-week inpatient treatment for families with severe parent-child interaction problems. Hierarchical linear regression analyses revealed that parents who recalled harsher parenting practices of their own fathers reported greater improvements in their children's externalizing and internalizing problems. Greater improvements in externalizing problems were further predicted by lower parental educational level, less adverse impacts of stressful life events, and less internalizing child problems prior to admission. We therefore conclude that family inpatient treatment was particularly effective for children in families with lower parental education and a history of harsh parenting.

Questionnaire development on measuring parents’ anxiety about their children’s education: Empirical evidence of parental perceived anxiety data for primary and secondary school students in China

Background

With the implementation of the “double reduction” policy in China, parents of primary and secondary school students are experiencing a growing trend of educational anxiety that needs to be alleviated.

Objective

To manage the education anxiety risk of parents of primary and secondary school students, a measurement questionnaire of parents’ anxiety about their children’s education (MQPAE) was developed and its reliability and validity were evaluated.

Methods

A self-administered MQPAE was developed. An online crowdsourcing questionnaire platform was used to collect data on parents’ anxiety about their children’s education (PAE), and parents of primary and secondary school students in Hefei, China, were selected as the study population. The randomly extracted 5,747 questionnaires were gradually screened by discrete trend method, t-test, and Pearson’s correlation coefficient method for the initial screening of PAE items, based on which exploratory factor analysis (EFA) was conducted for the final screening of questionnaire items and the reliability of the questionnaire. The reliability of the questionnaire was assessed by internal consistency and Pearson’s correlation coefficient analysis. Confirmatory factor analysis (CFA) was conducted using 639 pre-selected data to investigate the validity of the questionnaire. Structural equation modeling was used to investigate the structural validity of the questionnaire, and average variance extracted (AVE), combined reliability (CR), and maximum of shared squared variance (MSV) were used to test for convergent and discriminant validity.

Results

Exploratory factor analysis extracted five factors with a cumulative variance contribution of 65.66%. The CFA showed that χ²/df = 4.306, CFI = 0.920, NFI = 0.898, RMSEA = 0.072<0.08, AGFI = 0.839>0.80, PNFI = 0.793 and PGFI = 0.708. The overall Cronbach’s α coefficient of the questionnaire was 0.956, and the factors’ Cronbach’s α coefficients were 0.926, 0.857, 0.913, 0.901, and 0.768, respectively. Repeated measurements of Pearson’s correlation coefficients were 0.908, 0.911, 0.873, 0.891, 0.907 and 0.885 (all p < 0.001). The AVE was greater than 0.5 and the CR was greater than 0.7, and the value of the MSV was less than the corresponding AVE.

Conclusion

The MQPAE has good reliability and validity and can be used in studies related to PAE of primary and secondary school students.

Association between Maternal Anxiety and Children's Problem Behaviors: A Systematic Review and Meta-Analysis

Although numerous studies have found that maternal anxiety is a risk factor for the development of children's problem behaviors, and there is a possible role of genes in the association between the two. And anxious mothers caring for their children can also affect the development of children's problem behaviors. However, there is also considerable evidence from studies that refute this view. This study used a meta-analysis to explore the relationship between maternal anxiety and preschool children's problem behaviors. Through literature retrieval and selection, in terms of the criteria for inclusion in the meta-analysis, 88 independent effect sizes (34 studies, 295,032 participants) were picked out as meta-analysis units. The test for heterogeneity illustrated that there was significant heterogeneity in 88 independent effect sizes, while the random effects model was an appropriate model for the subsequent meta-analysis. The publication bias test indicated that the impact of publication bias was modest but the major findings remained valid. In addition, in terms of the tentative review analysis and research hypotheses, the random effects model was used as a meta-analysis model. The research revealed that maternal anxiety was significantly positively correlated with preschool children's internalizing problem behaviors, externalizing problem behaviors, and overall problem behaviors. The moderating effect analysis showed that region and gender of the child affected the relationship between maternal anxiety and children's internalizing problem behaviors and externalizing problem behaviors, and region, child's age and gender, mother's age, and education level affected maternal anxiety and preschool children's problems behavioral relationship. Hence, these results affirmed the role of maternal anxiety and emphasized the need to pay attention to the demographic characteristics and cultural background of the subjects during the research process and consider the generalizability of the conclusions under different circumstances.

Child-based treatment of oppositional defiant disorder: mediating effects on parental depression, anxiety and stress

Previous research has shown that child-oppositional defiant disorder (ODD) and conduct disorders (CD) are associated with parental symptoms of depression, anxiety and/or stress, probably in a bidirectional relationship with mutual influences. It is, therefore, reasonable to assume that in child-centered treatment, a decrease in child-oppositional behavior problems constitutes (at least in part) a mechanism of change for a subsequent reduction in parental psychopathology. The aim of the present study (Clinical trials.gov Identifier: NCT01406067) was to examine whether the reduction in ODD symptoms due to child-based cognitive behavioral treatment (CBT) led to a reduction in parental depression, anxiety and stress. Eighty-one boys (age 6-12 years) with a diagnosis of ODD/CD were randomized either to a cognitive behavioral intervention group or an educational play group (acting as control group). Mediation analyses were conducted using path analysis. The stronger reduction in child ODD symptoms in the CBT group compared to the control group led to a decrease in parental depression and stress, as indicated by significant indirect effects (ab = 0.07 and ab = 0.08, p < 0.05). The proposed model for mechanisms of change was, therefore, confirmed for two of the three outcome parameters. Parental psychopathology and stress can be modified by child-centered CBT. The preceding reduction in ODD symptoms acts as a mediator for at least some of the changes in parental depression and stress. However, due to some limitations of the study, other possible explanations for the results found cannot be completely ruled out and are, therefore, discussed.

Maternal Stress and the Functions of Positivity in Mothers of Children with Intellectual Disability

Although mothers raising children with Intellectual Disability (ID) report poorer mental health than parents raising typically developing children, they also report feelings of positivity; both generally and specific to their child. To date little is known about the function of maternal positivity thus, we explored the putative compensatory and protective functions of maternal positivity, within both a cross-sectional and one-year longitudinal framework that examined the relationship between children's behaviour and mental health problems with maternal mental health problems. Participants included 135 mothers of children with severe ID who were between 3 and 18 years of age. Multiple linear regression models investigated the potential function of maternal positivity. At a cross-sectional level, maternal positivity was found to be a significant independent predictor of maternal stress and moderated the impact of child behaviour problems on maternal parenting stress. Longitudinally, maternal positivity did not have a direct effect on later parenting stress nor function as a moderator. Findings from our cross-sectional analysis are consistent with the view that positivity serves a compensatory function. Further exploration is needed to understand the longitudinal function of maternal positivity.