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Understanding Discipline in Families of Children with Attention-Deficit/Hyperactivity Disorder: A Structural Equation Model

Published online by Cambridge University Press:  10 January 2013

Ana Miranda ,
Dolores Grau ,
Jesús Rosel  and
Amanda Meliá
Ana Miranda*
Affiliation:
Universitat de València (Spain)
Dolores Grau
Affiliation:
Universidad Católica San Vicente Mártir (Spain)
Jesús Rosel
Affiliation:
Universitat Jaume I (Spain)
Amanda Meliá
Affiliation:
Universidad Católica San Vicente Mártir (Spain)
*
Correspondence concerning this article should be addressed to Ana Miranda Casas. Facultad de Psioclogía. Dpto de Psicología Evolutiva y de la Educación. Avda Blasco Ibañez, 21, 46010. Valencia (Spain). Phone: +34-963983880. Fax: +34-963864471. E-mail: [email protected]
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Abstract

One hundred and fifty-five mothers of children with attention deficit/hyperactivity disorder (ADHD) completed a semi-structured interview, the Parenting Stress Index Questionnaire (Abidin, 1990), to evaluate parenting stress. The Parenting Scale (Arnold, O'Leary, Wolff & Acker, 1993) was also administered to measure dysfunctional discipline strategies. Structural equation modeling was used to test a model in which the independent variables were the Child's Characteristics and the Socio-Educational Status of his or her family; intermediate variables were Parenting Stress concerning the Child Domain and concerning the Parent Domain; and the dependent variable was Parental Discipline. The results confirm our hypotheses. Interventions in these families should therefore incorporate a component focused on Parenting Stress (in both the Child Domain and the Parent Domain), as a determinant of Parental Discipline.

Ciento cincuenta y cinco madres de niños con un trastorno de déficit de atención con hiperactividad (TDAH) completaron una entrevista semi-estructurada y el Indice de Stress Parental de Abidin (1990). También se administró la Escala de Paternidad (Arnols, O'Leary, Wolff & Acker, 1993) para evaluar estrategias disfuncionales de disciplina. Se plantea un modelo de ecuaciones estructurales en el que se comprueba que las variables independientes son las características del niño y el estatus socioeducativo de la familia; las variables intermedias son el estrés parental, tanto del dominio de los padres como del dominio del niño; y la variable dependiente fue la disciplina parental. Los resultados confirman nuestras hipótesis. Por consiguiente, en las intervenciones con estas familias debe de incorporarse un componente que se centre en el estrés parental, por su papel determinante en el ejercicio de la disciplina parental.

Keywords

parenting stressdiscipline strategiesstructural equation modelingestrés parentalestrategias de disciplinamodelo de ecuación estructural
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 12 , Issue 2 , November 2009 , pp. 496 - 505
Copyright
Copyright © Cambridge University Press 2009

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