Overparenting and its Association with Externalizing Problems in Young Children
Date
2020
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Abstract
Overparenting is a concept that has gained recent popularity in media and research. It is characterized by developmentally inappropriate levels of overinvolvement in a child’s life. Overparenting can prevent children from developing the appropriate skills required to manage difficulties. Although previous studies have linked overparenting to various adverse effects in young adults, none have explored the presence of externalizing problems in young children. The current study looked to explore whether the presence of overparenting is associated with a presence of externalizing problems in school-aged children while controlling for SES, gender, and family composition. In addition, this study looked to examine whether parent and teacher ratings of externalizing behaviour in children differ with the presence of overparenting. Caregivers of children in kindergarten through eighth grade completed a demographics survey, an overparenting survey, and a measure of child externalizing behaviour. Classroom teachers completed an additional measure of child externalizing behaviour. The results of this study provide evidence of a relationship between overparenting and externalizing behaviour as findings indicate that overparenting is a statistically significant predictor of change in externalizing behaviour. Results did not present insight on the difference between parent and teacher ratings or identify significant relationships between SES, gender, and family composition with overparenting. These insignificant findings are likely due to a small sample size, limited variability with regard to participant characteristics, and inadequate statistical power. It is important that future research address these limitations in order to further explore the current findings.
Description
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
Type
Dissertation
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Keywords
Educational psychology, Psychology