Poster #88 - Examining Classes of Maternal Self-Regulation and Parent-Child Behavioral Synchrony

• In Event: Poster Session 14

Abstract

Self-regulation, the ability to control one’s behavioral and emotional processes, is a critical aspect of mother-child relationships and healthy child development (Kochanska et al., 2009). Positive behavioral synchrony (PBS), the open flow of communication between mother-child dyads, is associated with youth self-regulation (Davis et al., 2017). However, it is unclear how maternal self-regulatory capabilities are related to synchrony processes, particularly among dyads from underrepresented racial or ethnic groups. Thus, the main goal of this study was to identify maternal self-regulatory profiles using a multi-methodological approach among a sample of Latina and Black mothers. Once profiles were identified, the second aim of the study was to examine differences in PBS and demographic variables between profiles.

Participants included 100 Latina and Black mothers (Mage = 34.48 years, SD = 6.39 years) and their five- to nine-year-old children (Mage = 6.83 years, SD = 1.50). Mothers reported on their own self-regulation via the Me As A Parent Questionnaire (Hamilton et al., 2015). Dyads also participated in a 5-minute stress task where the child built an advanced LEGO figure while mothers provided verbal instructions. Video-recordings were collected throughout the task and later coded for maternal supportive presence, PA, NA, and PBS. LPA analyses were conducted using MPlus (Version 6.11) and one-way ANOVA’s and post-hoc Tukey tests in SPSS (IBM Software Version 27.0).

A three-profile LPA showed a lower AIC, BIC, and SABIC values than both a one- and two-profile solution and had significant LMR and BLRT p values compared to the two-profile solution. A four-profile solution yielded a spurious profile (Sample percentage = 4.40%). The average self-regulation class (71.73%) reported sample mean levels of self-regulation. The unaware and behaviorally dysregulated class (14.48%) indicated higher levels of self-reported regulation but higher levels of NA and lower levels of maternal supportive presence. The aware and behaviorally regulated class (13.79%) indicated lower levels of self-reported regulation, but higher levels of supportive presence and PA. Results indicated differences in PBS (F(2, 95) = 7.73, p < .001), child age (F(2, 96) = 3.94, p = .02), and income (F(2, 98) = 3.34, p = .04) across profiles. Mothers in the aware and behaviorally regulated class demonstrated higher levels of PBS than the average self-regulation (p = .02, 95% C.I., [-2.33, -.18]) and unaware and behaviorally dysregulated classes (p < .001, 95% C.I., [-3.71, -.91]) and reported higher income (p = .03, 95% C.I., [.26, 6.50]) and older child age (p = .02, 95% C.I., [-2.89, -.19]) than the other two classes.

Findings highlight the relation between maternal self-regulatory capabilities and dyadic synchrony. Results suggest that mothers in the aware and behaviorally regulated class may be more introspective in their perceptions of their own parenting self-regulation, which may result in higher levels of behavioral self-regulation and PBS. Results also indicate that having older children and a relatively higher income may allow mothers to more easily attune to their children’s emotions in the context of stress.

Authors

• Kayley Morrow, University of Georgia
  Presenting Author

• Molly Hale, University of Georgia

• Margaret O'Brien Caughy, University of Georgia

• Cynthia Mary Suveg, University of Georgia