Pathways to Parenting Stress and Challenging Behaviors for Preschoolers with Developmental Delays: The role of emotion regulation

Simple item page
dc.contributor.advisorMcIntyre, Laura Lee
dc.contributor.authorGlenn, Elizabeth
dc.date.accessioned2024-01-09T21:13:01Z
dc.date.available2024-01-09T21:13:01Z
dc.date.issued2024-01-09
dc.description.abstractBackground: Parents play a significant role in shaping children’s behaviors and their responses to emotions. Research has established a strong, bi-directional effect between parenting stress and children’s challenging behaviors. Research also suggests the ways in which parents respond to their own emotions to accomplish goals, termed emotion regulation (ER), may affect the same process in their children. This role is especially pronounced during the preschool period, and among children identified with developmental delay (DD). However, research has yet to clarify how both parent and child ER shape the relationship between parenting stress and children’s challenging behavior. This study aimed to explore the extent to which parent and child ER explain the pathway between parenting stress and children’s challenging behavior, among culturally diverse families of children with DD. Methods: Baseline data from 265 families enrolled in a larger intervention study were used for this project. Multi-modal measurement methods (parent-report and observation) were used to measure ER for parents and children. Confirmatory Factor Analysis indicated distinct constructs for different measurement modalities of ER, and thus, were tested separately in models. Structural Equation Modeling was utilized to test parenting stress as a moderator of the relationship between parent and child ER, and child ER and parenting stress as mediators of the relationship between parent ER and child behaviors. Results: Partial support was given to initial hypotheses, such that parenting stress moderated the relationship between parent and child ER only for observational data. The original mediation hypotheses were unsupported, however, exploratory models indicated child ER as a partial mediator to the relationship between parenting stress and children’s challenging behaviors. Confirmatory Factor Analyses supported a two-factor structure of parent emotion dysregulation for observational data. Conclusions: The results of this study entail implications for both intervention and future research. Interventions which focus on either parenting stress or child ER may prevent the development of behavioral challenges in children with DD. Future research must work to clarify the interaction between parent ER and parenting stress, as well as from a developmental perspective, investigate how child ER mediates the relationship between parenting stress and children’s challenging behaviors.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29102
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectchallenging behavioren_US
dc.subjectdevelopmental disabilitiesen_US
dc.subjectemotion regulationen_US
dc.subjectparenting stressen_US
dc.subjectpreschoolersen_US
dc.titlePathways to Parenting Stress and Challenging Behaviors for Preschoolers with Developmental Delays: The role of emotion regulation
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Special Education and Clinical Sciences
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Glenn_oregon_0171A_13404.pdf
Size:
1.26 MB
Format:
Adobe Portable Document Format
Download

Collections

Theses and Dissertations
Special Education Theses and Dissertations