Depressive Symptoms and Parenting Competence: An Analysis of 13 Regulatory Processes

Autor/inn/en	Dix, Theodore; Meunier, Leah N.
Titel	Depressive Symptoms and Parenting Competence: An Analysis of 13 Regulatory Processes
Quelle	In: Developmental Review, 29 (2009) 1, S.45-68 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-2297
DOI	10.1016/j.dr.2008.11.002
Schlagwörter	Child Rearing; Depression (Psychology); Symptoms (Individual Disorders); Parenting Styles; Affective Behavior; Cognitive Processes; Motivation; Parent Child Relationship; Negative Attitudes; Competence; Emotional Response; Literature Reviews + Suchen Sie Ihr Suchwort? Kindererziehung; Psychiatrische Symptomatik; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; psychologische; Motivation (psychologisch); Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Negative Fixierung; Kompetenz; Emotionales Verhalten
Abstract	Mechanisms that lead depressive symptoms to undermine parenting are poorly understood. This review examines cognitive, affective, and motivational processes thought to be responsible for the impact of depressive symptoms on parenting. We present a five-step, action-control model and review 152 studies relevant to 13 regulatory processes. Evidence suggests that depressive symptoms undermine parenting because they reduce child-oriented goals, undermine attention to child input, increase negative appraisals of children and parenting competence, activate low-positive and high-negative emotion, and increase positive evaluations of coercive parenting. Yet, this review reveals significant limitations in knowledge of these processes. Evidence that they mediate depression-parenting relations is scarce; important processes remain unstudied; conceptions of regulation are undifferentiated; children's contributions are largely unexamined; moderating variables are largely unexplored; and methods fail to capture the dynamics of processing input from children. Rigorous testing of such process models holds promise for clarifying the basis of depression-related parenting problems. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10