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Longitudinal links among parenting, self-presentations to peers, and the development of externalizing and internalizing symptoms in African American siblings

Published online by Cambridge University Press:  07 April 2005

GENE H. BRODY ,
SOOYEON KIM ,
VELMA McBRIDE MURRY  and
ANITA C. BROWN
GENE H. BRODY
Affiliation:
University of Georgia
SOOYEON KIM
Affiliation:
University of Georgia Sooyeon Kim is now at Educational Testing Services, Princeton, NJ
VELMA McBRIDE MURRY
Affiliation:
University of Georgia
ANITA C. BROWN
Affiliation:
University of Georgia
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Abstract

A longitudinal model that linked involved–supportive parenting and siblings' ability-camouflaging self-presentations to peers with the development of externalizing and internalizing symptoms was tested with 152 pairs of first- and second-born African American siblings (mean ages 12.7 years and 10.2 years at the first wave of data collection). Three waves of data were collected at 1-year intervals. Teachers assessed siblings' externalizing symptoms, internalizing symptoms, and academic competence; siblings reported their own self-presentations and desire for peer acceptance; and mothers and siblings provided multiinformant assessments of involved–supportive parenting. Involved–supportive parenting at Wave 1 was linked with peer-directed self-presentations at Wave 2. Wave 2 self-presentations were linked indirectly with changes from Wave 1 to Wave 3 in externalizing and internalizing symptoms through their association with academic competence.

This study was supported by a grant (2 R01 HD30588) from the National Institute of Child Health and Human Development.

Information

Type
Research Article
Information
Development and Psychopathology , Volume 17 , Issue 1 , March 2005 , pp. 185 - 205
Copyright
© 2005 Cambridge University Press

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