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Parenting quality, adversity, and conduct problems in adolescence: Testing process-oriented models of resilience

Published online by Cambridge University Press:  09 September 2009

Scott D. Gest ,
Jennifer Neemann ,
Jon J. Hubbard ,
Ann S. Masten  and
Auke Tellegen
Scott D. Gest
Affiliation:
University of Minnesota; Baltimore County
Jennifer Neemann
Affiliation:
University of Maryland, Baltimore County
Jon J. Hubbard
Affiliation:
University of Minnesota; Baltimore County
Ann S. Masten*
Affiliation:
University of Minnesota; Baltimore County
Auke Tellegen
Affiliation:
University of Minnesota; Baltimore County
*
Address correspondence and reprint requests to: Ann Masten, Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455.
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Abstract

Structural equation modeling was used (a) to determine the extent to which parent-related and non-parent-related adversity were associated with increases in conduct problems between childhood and adolescence and (b) to evaluate the possible preventive, compensatory, and moderating effects of parenting quality in this regard. Subjects were 180 boys and girls from the Project Competence longitudinal study of adversity, competence, and resilience (Garmezy & Tellegen, 1984). Conduct problems, parenting quality, and socioeconomic status were assessed when subjects were in the third through sixth grades, and adversity and conduct problems were assessed again 7 years later. Results were consistent with the view that parentrelated adversity experienced between the two assessment times was associated with a small increase in conduct problems. Adversity involving siblings, extended family, and friends was not associated with changes in conduct. Effective parenting was associated with less parent-related adversity during adolescence. Effective parenting, however, did not directly compensate for the negative effects of adversity; nor did it moderate the effects of adversity. Structural equation modeling was helpful in testing for several of these effects simultaneously. Short-term longitudinal studies with baseline measures, more frequent assessments, and adequate sample size are necessary to clarify the processes suggested by these results.

Type
Research Article
Information
Development and Psychopathology , Volume 5 , Issue 4 , Fall 1993 , pp. 663 - 682
Copyright
Copyright © Cambridge University Press 1993

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