Citation

Ricker BT, Sanchez CR, Cooley JL, Barnett JE, Gunder EM. J. Fam. Psychol. 2024; ePub(ePub): ePub.

Copyright

(Copyright © 2024, American Psychological Association)

DOI

10.1037/fam0001235

PMID

38815091

Abstract

Parents engage in a variety of behaviors that have important impacts on children's psychosocial functioning, including their ability to effectively regulate emotions. Parental support includes behaviors that convey warmth, love, and acceptance, whereas parental psychological control includes shaming, guilt induction, and love withdrawal. Although the unique effects of these parenting behaviors are most often examined in the literature, it is possible that they may interact with one another to influence child outcomes. The goal of the present study was to examine whether parental psychological control moderated the effect of parental support on children's emotion (dys)regulation over a 6-month period. Participants included 284 third- through fifth-grade students (51.8% boys; 51.1% Hispanic/Latinx) as well as their homeroom teachers. Children completed self-report measures of parental support, psychological control, and emotion (dys)regulation during the fall and spring semesters of an academic year. Teachers also completed measures of emotion (dys)regulation at each time point.

RESULTS indicated that parental psychological control moderated the association between parental support and self-reported emotion regulation over time. Specifically, parental support predicted increases in emotion regulation over time among youth reporting lower levels of psychological control; at higher levels, however, parental support was not associated with emotion regulation. Furthermore, psychological control uniquely predicted increases in child-reported emotion dysregulation, whereas parental support predicted decreases in teacher-reported emotion dysregulation.

FINDINGS from this study suggest that psychological control may serve as an important target for future parenting interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Language: en