Degree Type
Thesis
Date of Award
2015
Degree Name
Master of Science
Department
Human Development and Family Studies
First Advisor
Kere Hughes-Belding
Abstract
Using a social cognition theoretical lens and based upon tenets from symbolic interactionism theory, this study explores the influence of parental social cognitions and parenting stress on the quality of the parent-infant interaction. Parenting stress, parent expectations of self in the parenting role, parent expectations of infant development, and observations of parent-infant interactions were obtained from 150 mother-infant dyads. Hierarchical linear regression analyses tested the hypothesis that parenting stress mediates the relationship between parental social cognitions and quality of the parent-infant interaction. After controlling for maternal age, parent expectations of self in the parenting role were not related to observed interaction quality, but parent expectations of infant development were related to observed interaction quality. The predicted hypothesis of mediation was not supported, however stress related to parent-child dysfunctional interaction was related to observed quality of interaction. These findings indicate a need for services focused on educating parents about developmentally appropriate expectations for infant development, as well as supporting parents in their interactions with their infants.
DOI
https://doi.org/10.31274/etd-180810-3872
Copyright Owner
Melissa E. Clucas
Copyright Date
2015
Language
en
File Format
application/pdf
File Size
49 pages
Recommended Citation
Clucas, Melissa E., "Predictors of mother-infant interaction quality: the role of parental social cognitions and parenting stress" (2015). Graduate Theses and Dissertations. 14318.
https://lib.dr.iastate.edu/etd/14318
Included in
Family, Life Course, and Society Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
