Co-parenting, Parenting, and Preschool Children’s Adjustment

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Parenting & Parent-Child Relationships

Abstract

Introduction: Co-parenting is defined as the shared responsibility between partners in the role of parenting (Feinberg, 2003), and has been conceptualized as multidimensional: co-parenting cooperation, co-parenting triangulation, and co-parenting conflict (Margolin et al., 2001). A growing body of research showed the significance of co-parenting for child adjustment (Elliston et al., 2008; McHale et al., 2008; Morrill et al., 2010). One mechanism accounting for the link between co-parenting and children’s adjustment is that co-parenting affects parenting behaviors that contribute to children’s adjustment (Parkes et al., 2019; Feinberg, 2007). Despite the well-documented literature on attachment security and parenting behavior (Gravener et al., 2012), there is less clarity on how co-parenting is associated with parenting and children’s attachment security during the preschool years. This is a salient omission because attachment security during the preschool years is important in children’s development of understanding self, others, and social relationships. To address these research gaps in early caregiving environments within the family systems, the present study aimed to examine 1) the extent to which co-parenting dimensions were associated with harsh parenting behavior, and 2) investigates direct and indirect effects of multidimensional co-parenting and harsh parenting on children’s problem behaviors and attachment security during the preschool years.

Method: Participants (N= 60 mothers of children, ranging from 4 to 5 years old) were drawn from a larger study. Mothers reported their spouse’s co-parenting (CQ; Margolin et al., 2001); physical harsh parenting (ATS; Holden & Zambarano, 1992); and child problem behaviors (CBCL/1 ½ -5; Achenbach & Rescorla, 2000). In addition, mothers completed attachment q sort with a trained graduate research assistant in a university laboratory following the instruction of Attachment Q-Set (AQS) Version 3.0 (Waters & Deane, 1985).

Results: Path model revealed a significant direct effect between co-parenting cooperation and child attachment security supported previous literature suggesting that co-parenting cooperation facilitates positive family environment, which in turn can promote children’s emotional security. In addition, maternal harsh parenting was significantly associated with preschool child problem behaviors. Inconsistent with previous research on the links between undermining co-parenting, parenting practices, and child adjustment (Fauber et al., 1990), this study found the negative association between co-parenting triangulation and child problem behaviors. Our findings highlight dynamic links between children’s adjustment during the preschool years in the contexts of multiple co-parenting and harsh parenting, supporting that co-parenting is a crucial role in preschool children’s development as well as parenting. Subsequently, delineating specific links between multi-dimensions of co-parenting and preschoolers’ attachment security and problem behaviors can significantly benefit the efforts to develop effective, tailored interventions to promote positive co-parenting and reduce negative co-parenting (triangulation, conflict) within the family and to facilitate preschool children’s positive developmental outcomes.

Authors

• Seowon Song, Texas Tech University
  Presenting Author

• Wonjung Oh, Texas Tech University
  Non-Presenting Author

• Reagan Payne, Texas Tech University
  Non-Presenting Author

• Chelsea Hyde, Texas Tech University
  Non-Presenting Author

• Emmanuella Hyde, Texas Tech University
  Non-Presenting Author