A Dual-Process Approach to the Role of Mother's Implicit and Explicit Attitudes Toward Their Child in Parenting Models

Extending dual process frameworks of cognition to a novel domain, the present study examined how mothers' explicit and implicit attitudes about her child may operate in models of parenting. To assess implicit attitudes, two separate studies were conducted using the same child-focused Go/No-go A...

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Bibliographic Details
Published in:Developmental psychology 2015-03, Vol.51 (3), p.289-300
Main Authors: Sturge-Apple, Melissa L., Rogge, Ronald D., Skibo, Michael A., Peltz, Jack S., Suor, Jennifer H.
Format: Article
Language:English
Subjects:
Adult
Analysis of Variance
Attitude
Attitudes
Behavior
Behavior Problems
Caring
Child Behavior
Child Rearing
Child, Preschool
Children
Children & youth
Cognition
Correlation
Developmental psychology
Dual Process Models
Family
Female
Human
Humans
Male
Maternal Behavior
Models, Psychological
Mother Child Relations
Mother-Child Relations - psychology
Mothers
Parent Attitudes
Parent Child Relationship
Parental Attitudes
Parenting
Parenting - psychology
Parenting Style
Parents & parenting
Stress, Psychological
United States (Northeast)
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Summary:Extending dual process frameworks of cognition to a novel domain, the present study examined how mothers' explicit and implicit attitudes about her child may operate in models of parenting. To assess implicit attitudes, two separate studies were conducted using the same child-focused Go/No-go Association Task (GNAT-Child). In Study 1, model analyses revealed that maternal implicit attitudes about her child were associated with maternal sensitive/responsive caregiving behaviors concurrently and predicted changes in caregiving over time In Study 2, challenging child behaviors were uniquely linked to maternal implicit and explicit attitudes. In turn, maternal implicit attitudes were associated with observational assessments of maternal sensitivity. Results underscore the potential for a dual-process approach to inform models of parenting and child behavior.
ISSN:0012-1649
1939-0599
DOI:10.1037/a0038650