(PS5-43) Parental Anxiety as a Predictor of Controlling Parenting, Child Anxiety and Obedience

The nature of the relation between child anxiety and parent anxiety has been a significant source of debate. Having a parent who presents with high levels of anxiety is a known risk factor for the child presenting with it (Sweeney et al., 2023). Research has also supported a correlation between controlling parenting (i.e., restrictive and intrusive behaviors) and an increased level of anxiety in both the caregiver and child (Lindhout et al., 2006, Hudson & Rapee, 2001), suggesting it may connect parent and child anxiety. Because high levels of anxiety could contribute to a child appearing quiet or compliant, it may go undetected. The literature requires longitudinal tests of these relations. It was hypothesized that both parent anxiety and controlling parenting would predict high levels of child anxiety and obedience (i.e., desired classroom behavior as reported by teachers). The indirect effect of parent anxiety on child outcomes through controlling parenting was also tested. Results from this study may help professionals further understand risk for developing high levels of anxiety so prevention and treatment efforts can be targeted.

Mother-child dyads were recruited from a small midwestern town and surrounding areas (n=192). The sample was predominantly middle class and White non-Hispanic/Latinx, but families of lower socioeconomic status were intentionally over-recruited. The study was longitudinal, covering yearly assessments ages 1 to 4 (T1-T4). Mothers self-reported their anxiety at T1 and T2 using the Depression Anxiety Stress Scales-21 (Lovibond & Lovibond,1995) and their controlling behavior at T2 and T3 with the Child Rearing Practices Report (Block, 1965) and Coping with Children’s Negative Emotions Scale (Fabes et al.1990). Additionally, at T2 and T3, mother-child dyads completed a puzzle task that was coded for intrusiveness (Gaertner et al., 2008). At T3 and T4, mothers reported their children’s anxiety with the Infant-Toddler Social & Emotional Assessment-Revised (Carter & Briggs-Gowan, 2000) and Preschool Anxiety Scale-Teacher (Spence et al., 2001). To assess the child’s behavior outside of maternal report, the Behavior Assessment System for Children-2-Teacher (Reynolds & Kamphaus, 2004) was completed at T4 by the child’s teacher by a subset of the sample (n = 34).

Maternal anxiety was correlated with self-reported control (r = .28) and mother-reported child anxiety at T3 and T4 (r = .29). Data showed cross-method validity, as there was a correlation between intrusiveness levels during the puzzle task and self-reported control (r = .23).  In a multiple regression including maternal anxiety, mother self-reported control and observed intrusiveness, only maternal anxiety was a unique predictor (t = 2.93, p = .004) of mother-reported child anxiety. Predictors were not significant for teacher rated outcomes, likely due to the smaller sample size. Neither mothers’ self-reported control nor observed intrusiveness mediated the relation between maternal anxiety and child anxiety or obedience. These findings may be useful when designing future research or interventions for internalizing disorders in suggesting that maternal anxiety is the most relevant target.