Skip to main content

Advertisement

Springer Nature Link
Log in

Maternal and Paternal Parenting and Associations with School Performance in a Sample of Children with Varying Levels of Externalizing Behavior Problems

  • Original Paper
  • Published:
School Mental Health Aims and scope Submit manuscript

Abstract

This study examined associations between parenting behaviors and school performance in children oversampled for externalizing behavior problems. Participants were 147 mothers (M age = 36.46 years, SD = 5.66) and 110 fathers (M age = 39.31 SD = 6.26) of 148 children (M age = 9.64 years, SD = 1.59). The majority of children (83.7%) met diagnostic criteria for attention-deficit/hyperactivity disorder and/or oppositional defiant disorder or conduct disorder. Ratings of maternal and paternal effective control and emotional responsiveness were collected, and standardized achievement scores, teacher ratings of disruptive classroom behavior, and teacher ratings of student–teacher and student–peer relationships were used as indicators of school performance. Associations of medium size emerged between maternal parenting and school performance domains. In contrast, very few associations between paternal variables were demonstrated, with the exception of paternal reduction of child emotion being robustly associated with school performance variables. Exploratory analyses demonstrated that paternal positive involvement mitigated the negative effects of dysfunctional maternal behavior on spelling achievement and peer functioning. These findings point to the importance of considering parent functioning in the school performance of children with externalizing problems. Attention to addressing parenting difficulties common to many children with externalizing behavior problems may help to promote adaptive school functioning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
€32.70 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Finland)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Bacro, F. (2012). Perceived attachment security to father, academic self-concept and school performance in language mastery. Journal of Child and Family Studies, 21(6), 992–1002. doi:10.1007/s10826-011-9561-1.

    Article  Google Scholar 

  • Barber, J. G., & Delfabbro, P. (2000). Predictors of adolescent adjustment: Parent–peer relationships and parent–child conflict. Child and Adolescent Social Work Journal, 17, 275–288. doi:10.1023/A:1007546023135.

    Article  Google Scholar 

  • Barry, T. D., Lochman, J. E., Fite, P. J., Wells, K. C., & Colder, C. R. (2012). The influence of neighborhood characteristics and parenting practices on academic problems and aggression outcomes among moderately to highly aggressive children. Journal of Community Psychology, 40(3), 372–379. doi:10.1002/jcop.20514.

    Article  Google Scholar 

  • Bean, R. A., Bush, K. R., McKenry, P. C., & Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents. Journal of Adolescent Research, 18(5), 523–541. doi:10.1177/07435558403255070.

    Article  Google Scholar 

  • Bierman, K. L., Coie, J., Dodge, K., Greenberg, M., Lochman, J., McMahon, R., et al. (2013). School outcomes of aggressive–disruptive children: Prediction from kindergarten risk factors and impact of the fast track prevention program. Aggressive Behavior, 39(2), 114–130. doi:10.1002/ab.21467.

    Article  PubMed  Google Scholar 

  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415–436. doi:10.1016/S0022-4405(02)00107-3.

    Article  Google Scholar 

  • Chacko, A., Fabiano, G. A., Doctoroff, G. L., & Fortson, B. (2017). Engaging fathers in effective parenting for preschool children using shared book reading: A randomized controlled trial. Journal of Clinical Child and Adolescent Psychology. doi:10.1080/15374416.2016.1266648.

    PubMed  Google Scholar 

  • Colalillo, S., Williamson, D., & Johnston, C. (2014). Attributions for parents’ behavior by boys with and without attention-deficit/hyperactivity disorder. Child Psychiatry and Human Development, 45, 765–775. doi:10.1007/s10578-014-0445-7.

    Article  PubMed  Google Scholar 

  • Crnic, K. A., & Booth, C. L. (1991). Mothers’ and fathers’ perceptions of daily hassles of parenting across early childhood. Journal of Marriage and the Family, 53, 1042–1050.

    Article  Google Scholar 

  • Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H. (2000). Maternal parenting characteristics and school involvement: Predictors of kindergarten cognitive competence among Head Start children. Journal of Research in Childhood Education, 15(1), 5–17. doi:10.1080/02568540009594772.

    Article  Google Scholar 

  • Dadds, M. R., Maujean, A., & Fraser, J. A. (2003). Parenting and conduct problems in children: Australian data and psychometric properties of the Alabama parenting questionnaire. Australian Psychologist, 38(3), 238–241. doi:10.1080/0050060310001707267.

    Article  Google Scholar 

  • Deater-Deckard, K., Lansford, J. E., Malone, P. S., Alampay, L. P., Sobring, E., Bacchini, D., et al. (2011). The association between parental warmth and control in thirteen cultural groups. Journal of Family Psychology, 25(5), 790–794. doi:10.1037/a0025120.

    Article  PubMed  PubMed Central  Google Scholar 

  • Driscoll, K., & Pianta, R. C. (2011). Mothers’ and fathers’ perceptions of conflict and closeness in parent–child relationships during early childhood. Journal of Early Childhood and Infant Psychology, 7, 1–24.

    Google Scholar 

  • DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2012). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43–51. doi:10.1177/0022219412464351.

    Article  PubMed  Google Scholar 

  • DuPaul, G. J., & Langberg, J. M. (2014). Educational impairments in children with ADHD. In R. A. Barkley (Ed.), Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (pp. 191–209). New York, NY: The Guilford Press.

    Google Scholar 

  • Essau, C. A., Sasagawa, S., & Frick, P. J. (2006). Psychometric properties of the Alabama parenting questionnaire. Journal of Child and Family Studies, 15(5), 595–614. doi:10.1007/s10826-006-9036-y.

    Article  Google Scholar 

  • Fabiano, G. A. (2007). Father participation in behavioral parent training for ADHD: Review and recommendations for increasing inclusion and engagement. Journal of Family Psychology, 21(4), 683–693. doi:10.1037/0893-3200.21.4.683.

    Article  PubMed  Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Gnagy, E. M., Waschbusch, D. A., Lahey, B. B., Chronis, A. M., et al. (2006). A practical measure of impairment: Psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385. doi:10.1207/s15374424jccp3503_3.

    Article  PubMed  Google Scholar 

  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. doi:10.1023/A:1009048817385.

    Article  Google Scholar 

  • Flouri, E., & Buchanan, A. (2004). Early father’s and mother’s involvement and child’s later educational outcomes. British Journal of Educational Psychology, 74(2), 141–153. doi:10.1348/000709904773839806.

    Article  PubMed  Google Scholar 

  • Foster, E. M., Jones, D. E., & The Conduct Problems Prevention Research Group. (2005). The high costs of aggression: Public expenditures resulting from conduct disorder. American Journal of Public Health, 95, 1767–1772. doi:10.2105/AJPH.2004.061424.

    Article  PubMed  PubMed Central  Google Scholar 

  • Goldscheider, F., Bernhardt, E., & Lappegård, T. (2015). The gender revolution: A framework for understanding changing family and demographic behavior. Population and Development Review, 41, 207–239. doi:10.1111/j.1728-4457.2015.00045.x.

    Article  Google Scholar 

  • Gottman, J. M., & DeClaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. NY: Simon & Schuster.

    Google Scholar 

  • Hemphill, J. F. (2003). Interpreting the magnitudes of correlation coefficients. American Psychologist, 58(1), 78–79. doi:10.1037/0003-066X.58.1.78.

    Article  PubMed  Google Scholar 

  • Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., et al. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28, 555–568. doi:10.1023/A:1005183115230.

    Article  PubMed  Google Scholar 

  • Hipwell, A., Keenan, K., Kasza, K., Loeber, R., Stouthamer-Loeber, M., & Bean, T. (2008). Reciprocal influences between girls’ conduct problems and depression, and parental punishment and warmth: A six year prospective analysis. Journal of Abnormal Child Psychology, 36(5), 663–677. doi:10.1007/s10802-007-9206-4.

    Article  PubMed  PubMed Central  Google Scholar 

  • Howes, C. (2000). Social-emotional classroom climate in child care, child–teacher relationships and children’s second grade peer relations. Social Development, 9(2), 191–204. doi:10.1111/1467-9507.00119.

    Article  Google Scholar 

  • Johnston, C., & Chronis-Tuscano, A. (2014). Families and ADHD. In R. A. Barkley (Ed.), Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (pp. 191–209). New York, NY: The Guilford Press.

    Google Scholar 

  • Joussemet, M., Vitaro, F., Barker, E. D., Côté, S., Nagin, D. S., Zoccolillo, M., et al. (2008). Controlling parenting and physical aggression during elementary school. Child Development, 79(2), 411–425. doi:10.1111/j.1467-8624.2007.01133.x.

    Article  PubMed  Google Scholar 

  • Kellam, S. G., Wang, W., Mackenzie, A. C. L., Brown, C. H., Ompad, D. C., Or, F., et al. (2014). The impact of the good behavior game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood. Prevention Science, 15, 6–18. doi:10.1007/s11121-012-0296-z.

    Article  PubMed Central  Google Scholar 

  • Kim, K., & Rohner, R. P. (2003). Parental warmth, control, and involvement in schooling: Predicting academic achievement among Korean American adolescents. Journal of Cross-Cultural Psychology, 33(2), 127–140. doi:10.1177/00220221020330002001.

    Article  Google Scholar 

  • Lieberman, M., Doyle, A., & Markiewicz, D. (1999). Developmental patterns in security of attachment to mother and father in late childhood and early adolescence: Associations with peer relations. Child Development, 70, 202–213. doi:10.1111/1467-8624.00015.

    Article  PubMed  Google Scholar 

  • Lowe, K., & Dotterer, A. M. (2013). Parental monitoring, parental warmth, and minority youths’ academic outcomes: Exploring the integrative model of parenting. Journal of Youth and Adolescence, 42(9), 1413–1425. doi:10.1007/s10964-013-9934-4.

    Article  PubMed  Google Scholar 

  • Martin, A., Ryan, R. M., & Brooks-Gunn, J. (2010). When fathers’ supportiveness matters most: Maternal and paternal parenting and children’s school readiness. Journal of Family Psychology, 24(2), 145–155. doi:10.1037/a0018073.

    Article  PubMed  Google Scholar 

  • Moffitt, T. E. (1993). The neuropsychology of conduct disorder. Development and Psychopathology, 5(1/2), 135–152. doi:10.1017/S0954579400004302.

    Article  Google Scholar 

  • Pasalich, D. S., Waschbusch, D. A., Dadds, M. R., & Hawes, D. J. (2014). Emotion socialization styles in parents of children with callous-unemotional traits. Child Psychiatry and Human Development, 45, 229–242. doi:10.1007/s10578-013-0395-5.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449–476. doi:10.1207/s15374424jccp3403_5.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218. doi:10.1097/00004583-199203000-00006.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Milich, R., Murphy, D. A., & Murphy, H. A. (1989). Normative data on the IOWA Conners teacher rating scale. Journal of Clinical Child Psychology, 18(3), 259–262. doi:10.1207/s15374424jccp1803_9.

    Article  Google Scholar 

  • Pianta, R. C. (2001). Student–teacher relationship scale: Professional manual. Lutz, FL: Psychological Assessment Resources.

    Google Scholar 

  • Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., et al. (2012). Family-school intervention for children with ADHD: Results of randomized clinical trial. Journal of Consulting and Clinical Psychology, 80, 611–623. doi:10.1037/a0028188.

    Article  PubMed  PubMed Central  Google Scholar 

  • Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85–111. doi:10.1007/s10567-006-0006-0.

    Article  PubMed  Google Scholar 

  • Reid, R., Gonzalez, J., Nordness, P., Trout, A., & Epstein, M. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. The Journal of Special Education, 38, 130–143. doi:10.1177/00224669040380030101.

    Article  Google Scholar 

  • Robb, J. A., Sibley, M. H., Pelham, W. E., Foster, E. M., Molina, B. S. G., Gnagy, E. M., et al. (2011). The estimated annual cost of ADHD to the US education system. School Mental Health, 3(3), 169–177. doi:10.1007/s12310-011-9057-6.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment and Human Development, 14(3), 213–231. doi:10.1080/14616734.2012.672262.

    Article  PubMed  Google Scholar 

  • Schneider, B. H., Atkinson, L., & Tardif, C. (2001). Child–parent attachment and children’s peer relations: A quantitative review. Developmental Psychology, 37(1), 86–100. doi:10.1037//0012-1649.37.1.86.

    Article  PubMed  Google Scholar 

  • Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38. doi:10.1097/00004583-200001000-00014.

    Article  PubMed  Google Scholar 

  • Shelton, K. K., Frick, P. J., & Wooton, J. (1996). Assessment of parenting practices in families of elementary school-age children. Journal of Clinical Child Psychology, 25, 317–329. doi:10.1207/s15374424jccp2503_8.

    Article  Google Scholar 

  • Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63(5), 1266–1281. doi:10.2307/1131532.

    Article  PubMed  Google Scholar 

  • Stormshak, E. A., Bierman, K. L., McMahon, R. J., & Lengua, L. J. (2000). Parenting practices and child disruptive behavior problems in elementary school. Journal of Clinical Child Psychology, 29(1), 17–29. doi:10.1207/S15374424jccp2901_3.

    Article  PubMed  PubMed Central  Google Scholar 

  • Swanson, J. M., Sandman, C. A., Deutsch, C., & Baren, M. (1983). Methylphenidate hydrochloride given with or before breakfast: I. Behavioral, cognitive, and electrophysiologic effects. Pediatrics, 72, 49–55.

    PubMed  Google Scholar 

  • Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2- and 3-year-olds: Contributions to language and cognitive development. Child Development, 75(6), 1806–1820. doi:10.1111/j.1467-8624.2004.00818.x.

    Article  PubMed  Google Scholar 

  • Waschbusch, D. A., Porter, S., Carrey, N., Kazmi, S. O., Roach, K. A., & D’Amico, D. A. (2004). Investigation of the heterogeneity of disruptive behavior in elementary-age children. Canadian Journal of Behavioral Science, 36, 97–112. doi:10.1037/h0087221.

    Article  Google Scholar 

  • Wechsler, D. (1991). Wechsler intelligence scale for children (3rd ed.). New York: Psychological Corporation.

    Google Scholar 

  • Wechsler, D. (2002). Wechsler individual achievement test (2nd ed.). San Antonio, TX: Psychological Corp.

    Google Scholar 

  • Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31(1), 48–63. doi:10.1177/0741932508327466.

    Article  Google Scholar 

  • Wilkinson, G. (1993). Wide ranging achievement test (3rd ed.). Wilmington, DE: Jastak Associates.

    Google Scholar 

Download references

Acknowledgements

This project was supported by grants to Daniel A. Waschbusch from the Nova Scotia Health Research Foundation, the IWK Health Centre, and the Social Sciences and Humanities Research Council of Canada.

Author information

Authors and Affiliations

  1. Department of Psychiatry, Penn State College of Medicine, 22 Northeast Drive, Hershey, PA, 17033, USA

    Dara E. Babinski & Daniel A. Waschbusch

  2. Mount Saint Vincent University, Halifax, Canada

    Sara King

  3. IWK Health Centre, Halifax, Canada

    Ann Marie Joyce

  4. University of Toronto, Toronto, Canada

    Brendan F. Andrade

Authors
  1. Dara E. Babinski
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Daniel A. Waschbusch
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sara King
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ann Marie Joyce
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Brendan F. Andrade
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dara E. Babinski.

Ethics declarations

Conflict of interest

All authors declare that they have no conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Babinski, D.E., Waschbusch, D.A., King, S. et al. Maternal and Paternal Parenting and Associations with School Performance in a Sample of Children with Varying Levels of Externalizing Behavior Problems. School Mental Health 9, 322–333 (2017). https://doi.org/10.1007/s12310-017-9229-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12310-017-9229-0

Keywords

Search

Navigation