Multigenerational Correlates of Grandparent Involvement Quantity and Quality: Results from an Online Survey of Grandparents

• In Event: How grandparents in China, Chile and the United States influence children’s development

Abstract

Although 40% of grandparents in the U.S. provide care for grandchildren (Meyer & Kandic, 2017), we know surprisingly little about the processes shaping grandparent involvement (Sadruddin et al., 2019). Most research in the U.S. focuses on hours of care or family structure (e.g., custodial vs. multigenerational) without measuring behavior (Danielsbacka et al., 2022; Dunifon et al., 2020). This approach obscures differences in what grandparents do and the quality of their involvement, both of which are likely to impact child development.
We adapt the process of parenting model (Taraban & Shaw, 2018) to identify self-reported multigenerational correlates of grandparent involvement. We consider family social environment aspects that embed grandparent (G1) involvement in parent (G2) and grandchild (G3) relationships.
RQ1: What grandparent, grandchild and grandparent-parent relationship characteristics
are associated with quantity of grandparent involvement in teaching and caregiving activities?
RQ2: Controlling for quantity, what grandparent, grandchild and grandparent-parent relationship characteristics are associated with grandparent involvement quality (positive (grand)parenting and inconsistent discipline)?
Method
Data come from non-custodial grandparents (N=297) in the U.S. recruited through Qualtrics Panel Services who self-identified as caring regularly for a grandchild under age 18, including N=98 in multigenerational households and N=199 living apart from grandchildren. The sample was predominantly White (79%) females (88%) over age 55 (75%). Grandchildren averaged 7.47 (SD=5.02) years.
Grandparent Involvement Quantity (SPSP; Barnett et al., 2013). Informed by factor analysis, two scales measured activity frequency: Teaching (4-items; α=.82; e.g., teaching a new skill), and Caregiving (8-items; α=.86; e.g., preparing meals). Grandparent Involvement Quality (APQ– SF; Elgar et al., 2018). Positive (Grand)Parenting (α=.84; e.g., praise) and Inconsistent Discipline (α=.80; e.g., threaten but don’t punish) subscales were used for grandchildren >age 3 (N=179). G1 characteristics: Residence, age, depressive symptoms, financial security, health. G3 characteristics: Age, sex. G1-G3: Caregiver burden (Zarit et al., 1980; adapted for grandchild care), relationship satisfaction. G1-G2: relationship satisfaction, financial support to G2.
Linear regression models were computed to predict involvement quantity. Controlling for teaching and caregiving activities, we computed regression models predicting involvement quality in the subsample with children > age 3. The only statistically significant differences between the two samples were grandparent and grandchild age.
Results & Conclusions
See Tables 1 and 2. G1 and G3 characteristics were associated with teaching and caregiving. Perceived caregiving burden was linked to quality. G1 characteristics were generally associated with inconsistent discipline, while G2 relationship satisfaction was linked to positive (grand)parenting. Caregiving quantity was positively related to inconsistent discipline, while teaching was positively associated with positive (grand)parenting. Non-residential grandparents engaged in more teaching, but there were no differences in activities or quality by residence, demonstrating that non-residential grandparents are key caregivers who are often missing from child development research and intervention.
Different patterns of findings for involvement quantity and quality highlight the multidimensional and multigenerational complexity of grandparent involvement. The findings underscore the need for more research in the U.S. to understand variability in grandparent involvement, and ultimately implications for child development. Future longitudinal research with diverse samples should consider multigenerational family dynamics across household structures.

Authors

• Melissa A. Barnett, University of Arizona
  Presenting Author

• Priscilla Leticia Zambrano, University of Arizona

• Victoria Hawa Cooper, University of Arizona

• Maria Belinda Vasquez, University of Arizona

• Loriena Yancura