Infant negative affect moderates longitudinal associations between maternal gatekeeping and toddlers’ social–emotional difficulties

2021 ◽  
pp. 016502542110239
Author(s):  
Lauren E. Altenburger ◽  
Sarah J. Schoppe-Sullivan
Keyword(s):  
Negative Affect ◽  
Father Involvement ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Maternal Gatekeeping ◽  
Parenting Quality ◽  
Gate Opening ◽  
Path Analyses ◽  
Negative Effect ◽  
Longitudinal Associations

Maternal gatekeeping is characterized by the extent to which mothers engage in behaviors that ultimately serve to inhibit (i.e., gate close) or encourage (i.e., gate open) father involvement in childrearing. This study considered direct and indirect associations between observed and reported maternal gatekeeping and children’s social–emotional difficulties. Data come from a sample of 182 parents who transitioned to parenthood in 2008–2010 and their young children. Results of longitudinal path analyses indicated mothers’ perceptions of maternal gate closing at 3-months postpartum were associated with greater dysregulation (β = .21, 95% CI [.08, .35], p = .002) and externalizing (β = .25, 95% CI [.10, .41], p = .001) in 26-month-old toddlers. Observed maternal gate opening at 3-months postpartum predicted lower dysregulation (β = −.18, 95% CI [−.32, −.05], p = .008) in 26-month-old toddlers. Observed fathers’ parenting quality did not mediate associations between maternal gatekeeping and child social–emotional difficulties. However, a statistically significant interaction between infant negative affect and observed maternal gate opening emerged as a predictor of toddler dysregulation, such that the adjusted negative effect of observed maternal gate opening on toddler dysregulation was strongest when infant negative affect was low. Statistically significant interactions between fathers’ perceptions of gate closing and infant negative affect also emerged as predictors of toddler dysregulation and externalizing. Infants high in negative affect exposed to maternal gate closing were at the greatest risk for externalizing and dysregulation difficulties. Implications for maternal gatekeeping theory and research are discussed.

Assessing Emotional Well-Being as a Result of Quarantining During the COVID-19 Pandemic (Preprint)

2020 ◽  
Author(s):  
Andrea Breanne Wilson ◽  
Will Althoff
Keyword(s):  
Social Interaction ◽  
Negative Affect ◽  
Social Isolation ◽  
Well Being ◽  
Positive And Negative Affect ◽  
Negative Effect ◽  
Negative Impacts

UNSTRUCTURED Emotional well-being can be negatively impacted by lack of social interaction. This study examined the effects of social isolation on emotional well-being. Respondents filled out a weekly survey for a period of 10 weeks, reporting their positive and negative affect (PANAS-X) and the effects of quarantine on their emotional well-being. Results indicate that quarantining had a negative effect on respondents’ emotional well-being. Activites and outings, suggested by the CDC, could potentially decrease the negative impacts of quarantine.

scholarly journals Examining launch and snare effects in the longitudinal associations between shyness and socio‐emotional difficulties in childhood

2021 ◽  
Author(s):  
Mona Bekkhus ◽  
Danielle Baldwin ◽  
Robert J. Coplan ◽  
Tilmann Soest ◽  
Synne Skaret ◽  
...  
Keyword(s):  
Emotional Difficulties ◽  
Longitudinal Associations

scholarly journals Social-Emotional Difficulties in Irish Children Aged Five and Nine Years: A National, Longitudinal Study

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 656
Author(s):  
Ann Swift ◽  
Roy McConkey ◽  
Philip Curry ◽  
Edurne Garcia Iriarte
Keyword(s):  
Social Services ◽  
Family Relations ◽  
Secondary Analysis ◽  
Primary Caregivers ◽  
Emotional Difficulties ◽  
Children And Families ◽  
Social Emotional ◽  
Early Intervention Services ◽  
Nationally Representative ◽  
The Impact

A small proportion of children experience social-emotional difficulties from early childhood onwards. Longitudinal studies with nationally representative samples are needed to identify the prevalence and the characteristics of children and families persistently experiencing these difficulties. Secondary analysis of data collected on over 7500 Irish children and with the Strengths and Difficulties Questionnaire as the primary indicator, found that 6% of children when they were five year olds and 8% when they were nine-years, had above threshold scores that warranted further investigation. A smaller proportion—2.9% had elevated scores at both ages. Logistic regression analyses found that children with one or more developmental disabilities were up to six times more likely to have sustained difficulties. There were also significant associations with the lower education attainment of primary caregivers and the socio-economic deprivation of families. Primary caregivers and teachers reported higher conflict in their relationships with these children. Although the number of Irish children presenting with continuing social-emotional difficulties is small, they can present an ongoing and future societal cost in terms of the impact on family relations and demands placed on educational, health and social services. This study identified the children and families who are at greatest risk and for whom targeted early intervention services could be provided.

scholarly journals Correction to: Associations Between Maternal Gatekeeping and Fathers’ Parenting Quality

2018 ◽  
Vol 27 (8) ◽  
pp. 2703-2703
Author(s):  
Lauren E. Altenburger ◽  
Sarah J. Schoppe-Sullivan ◽  
Claire M. Kamp Dush
Keyword(s):  
Maternal Gatekeeping ◽  
Parenting Quality

Associations Between Maternal Gatekeeping and Fathers’ Parenting Quality

2018 ◽  
Vol 27 (8) ◽  
pp. 2678-2689 ◽  
Author(s):  
Lauren E. Altenburger ◽  
Sarah J. Schoppe-Sullivan ◽  
Claire M. Kamp Dush
Keyword(s):  
Maternal Gatekeeping ◽  
Parenting Quality

scholarly journals Prenatal and postnatal lipid-based nutrient supplementation and cognitive, social-emotional, and motor function in preschool-aged children in Ghana: a follow-up of a randomized controlled trial

2019 ◽  
Vol 109 (2) ◽  
pp. 322-334 ◽  
Author(s):  
Maku E Ocansey ◽  
Seth Adu-Afarwuah ◽  
Sika M Kumordzie ◽  
Harriet Okronipa ◽  
Rebecca R Young ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Preschool Age ◽  
Fine Motor ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Intention To Treat ◽  
Follow Up Study ◽  
Randomized Controlled ◽  
Nutrient Supplements

ABSTRACT Background Adequate nutrition is necessary for brain development during pregnancy and infancy. Few randomized controlled trials of supplementation during these periods have measured later developmental outcomes. Objective Our objective was to investigate the effects of provision of prenatal and postnatal lipid-based nutrient supplements (LNS) on child development at preschool age. Methods We conducted a follow-up study of 966 children aged 4–6 y in 2016, born to women who participated in the International Lipid-Based Nutrient Supplements-DYAD trial conducted in Ghana in 2009–2014, representing 79% of eligible children. Women ≤20 weeks of gestation were randomized to daily LNS or multiple micronutrient (MMN) capsules during pregnancy through 6 mo postpartum or iron and folic acid (IFA) capsules during pregnancy and calcium placebo capsules during 6 mo postpartum. Children in the LNS group received LNS from 6 to 18 mo. Primary outcomes of this follow-up study were (1) a cognitive factor score based on a test battery adapted from several standard tests, 2) fine motor score (9-hole pegboard test), and (3) social-emotional difficulties (Strengths and Difficulties Questionnaire; SDQ). Eight secondary outcomes were calculated in specific domains (e.g., language, SDQ prosocial). Analysis was by a complete case intention to treat in a 2-group comparison: LNS compared with non-LNS (MMN + IFA). Results Children in the LNS group had significantly lower social-emotional difficulties z-scores than children in the non-LNS group (adjusted for child age β = −0.12, 95% CI: −0.25, 0.02, P = 0.087; fully adjusted β = −0.16, 95% CI: −0.29, −0.03, P = 0.013). The effect of LNS on social-emotional difficulties score was larger among children living in households with lower home environment scores (P-interaction = 0.081). No other outcomes differed between the 2 intervention groups. Conclusions Provision of LNS during the first 1000 d of development improved behavioral function, particularly for children from low nurturing and stimulation households, but did not affect cognition at preschool age in this setting. Trial Registration: clinicaltrials.gov, Identifier NCT00970866.

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