Work

From infant separation distress to preschool behavior problems: The mediating roles of maternal self‐efficacy and positive parenting

Year: 2025

Type: article

Abstract: This study investigated associations between infant separation distress and preschool behavior problems and examined the mediating effects of parenting self-efficacy and positive parenting on these associations. Participants were 117 young Chinese children and their families. At 14 months, infant separation distress was observed in the Strange Situation Procedure and reported by mothers using the Infant-Toddler Social Emotional Assessment. Mothers reported on their parenting self-efficacy and positive parenting at 38 and 61 months, respectively. The Strengths and Difficulties Questionnaire was used to assess child behavior problems at 61 months. Mediation analyses showed that observed infant separation distress directly predicted emotional symptoms and mother-reported infant separation distress directly predicted hyperactivity/inattention problems. Observed separation distress lowered maternal parenting self-efficacy, which in turn reduced the use of positive parenting, ultimately linking to increases in preschool behavior problems. To conclude, there exist both direct and indirect associations between infant separation distress and preschool behavior problems.

Source: Infant Mental Health Journal

DOI: 10.1002/imhj.70043

Authors: Qiang Wang, Shuyang Dong, Zhe Dong, Nanhua Cheng, Zhengyan Wang

Institutions: Capital Normal University, University of Hong Kong, University of Groningen, Interuniversity Center for Social Science Theory and Methodology

Language: English

Topic: Child and Adolescent Psychosocial and Emotional Development

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDG: Good health and well-being

Open Access status: green

Funder: National Natural Science Foundation of China