The relationship between parenting factors and trait anxiety: Mediating role of cognitive errors and metacognition

Abstract Research examining parenting factors in the development of anxiety has focused largely on the concepts of parental warmth and overcontrolling or intrusive parenting, This study investigated the relationship between these factors, and also parental discipline style and anxiety using self-rep...

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Bibliographic Details
Published in:Journal of anxiety disorders 2008-05, Vol.22 (4), p.722-733
Main Authors: Gallagher, Bridie, Cartwright-Hatton, Sam
Format: Article
Language:English
Subjects:
Adolescent
Affectivity. Emotion
Anxiety
Anxiety - diagnosis
Anxiety - psychology
Biological and medical sciences
Character
Child
Child Rearing
Cognition
Cognitive distortions
Culture
Discipline
Discipline styles
Female
Fundamental and applied biological sciences. Psychology
Humans
Male
Mental Recall
Metacognition
Object Attachment
Parent-Child Relations
Parenting
Parenting - psychology
Parenting style
Personality Inventory
Personality. Affectivity
Psychiatry
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Punishment
Risk Factors
Socialization
Trait anxiety
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Summary:Abstract Research examining parenting factors in the development of anxiety has focused largely on the concepts of parental warmth and overcontrolling or intrusive parenting, This study investigated the relationship between these factors, and also parental discipline style and anxiety using self-report methodology with a sample of 16–18 year olds. In order to try to explain the relationship between parenting and anxiety, measures of cognition were also included. A multiple regression was conducted including all parenting factors as predictors of trait anxiety. The regression was a modest fit ( R2 = 22%) and the model was significant ( F (4, 141) = 9.90, p < 0.0001). Only the effect of Over-reactivity was significant, ( t = 3.72, p < 0.0001). Furthermore, Over-reactive discipline was significantly associated with increased cognitive distortions ( r = 0.361 p < 0.0001) and metacognition ( r = 0.396 p < 0.0001). Both cognitive distortions and metacognition were found to partially mediate the relationship between discipline style and trait anxiety. The implications of these findings and areas for future research are discussed.
ISSN:0887-6185
1873-7897
DOI:10.1016/j.janxdis.2007.07.006