Parent and Child Relational Aggression: Examining Risk and Protection of Parent-Child Interactions

• In Event: Relational Aggression, Social-emotional Adjustment, and Relationship Domains: Investigating Different Contexts and Approaches

Abstract

Social Learning Theory suggests that children learn from their parents both indirectly through modeling and more directly through parenting practices (Bandura, 1969, 1977). Parent aggression and less effective parenting behavior are associated with negative outcomes for children; however, understanding how parent aggressive behavior may influence parenting is important to consider. Children may be indirectly impacted by their parent’s social behavior, potentially through parent-child interactions (MacBrayer et al., 2003; Nelson et al., 2008). Parent-child interactions and relationship features may be opportunities for both risk and protection for child behavior. In the present study, the influence of parent relational aggression in their own social relationships (i.e., peer and romantic) on child relational aggression and prosocial behavior, via the parent-child relationship quality and parent values regarding their children’s social behavior were examined.

Participants included 96 3- to 5-year-old preschool children (42 boys, 54 girls) who were on average 51.28 months (SD = 9.70) from a northeastern city in the US and their parents (98% mothers). The sample was primarily European American (81%). Parent’s self-reported about their peer and romantic relational aggression, the quality of their relationship with their child (i.e., attachment), the importance of their child engaging in prosocial behavior, and how distressed they would be if their child engaged in relational aggression were assessed using validated measures. Children self-reported about their engagement in relational aggression and prosocial behavior through a developmentally appropriate interview.

Path analysis was used to test the conceptual model using Mplus (see Figure 1). Parents who reported higher relational aggression in their own peer and romantic relationships also reported that they would be less distressed about their child engaging in relational aggression and that prosocial behavior was less important for their child. Children reported less engagement in relational aggression when their parent’s reported higher levels of distress at their children engaging in such behavior. However, parent and child relational aggression were not significantly directly associated. Finally, children reported higher levels of prosocial behavior when the relationship with their parent was more secure.

Results suggest that parent’s use of relational aggression in their own social relationships may spillover into how they socialize their children’s behavior, such that children experience less parent distress and consequences when they engage in relational aggression if their parent’s also use congruent behavior. One mechanism through which parent’s may socialize their children is via the importance that they place on their children engaging in prosocial behavior. Results also supported the quality of the parent-child relationship as an influence on child prosocial behavior. Overall, findings highlight the importance of considering parent values and attitudes regarding their children’s social behavior.

Author

• Stephanie Godleski, Rochester Institute of Technology
  Presenting Author