ERIC Number: ED337254
Record Type: RIE
Publication Date: 1991-Apr
A Model for General Parenting Skill is Too Simple: Mediational Models Work Better.
Patterson, G. R.; Yoerger, K.
A study was designed to determine whether mediational models of parenting patterns account for significantly more variance in academic achievement than more general models. Two general models and two mediational models were considered. The first model identified five skills: (1) discipline; (2) monitoring; (3) family problem solving; (4) positive reinforcement; and (5) involvement. A series of studies developed multi-agent, multimethod indicators for these constructs. The multiple-factor model that was developed from these indicators provided significantly better fits to data than did a single-factor model. This first mediational model defined latent constructs based on teacher ratings of homework completion, parent reports on homework, the frequency with which homework was finished, and the child's seriousness about his homework. The model revealed a strong relation between positive parenting and academic achievement. The second mediational model, the coercion model, found noncompliance to be the core symptom for both child and adolescent antisocial behavior. A strong relation between inefficient parenting and the development of antisocial behavior was also discovered. These findings should encourage investigators to move beyond general models of parenting patterns toward mediational models. Included are 15 references and 4 charts. (SAK)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. on Drug Abuse (DHEW/PHS), Rockville, MD.; National Inst. of Mental Health (DHHS), Bethesda, MD. Antisocial and Violent Behavior Branch.
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991).