Lorraine O Walker1, Ching-Yu Cheng. 1. School of Nursing, The University of Texas, Austin, TX, USA. lwalker@mail.nur.utexas.edu
Abstract
PURPOSE: To test psychosocial antecedents (maternal stress, self-confidence, and empathy) of preschoolers' behavior problems. DESIGN AND METHODS: One hundred and twenty-two postpartum mothers completed a 24-month longitudinal mail survey. A structural equation model that included empathy was tested. RESULTS: Stress, but not maternal self-confidence or empathy, was directly related to child behavior problems (t=1.98, p=.05). Maternal empathy in combination with self-confidence or stress, however, moderated adverse effects on behavior problems (p=.03). Predictors explained 16% of variance of behavior problems. PRACTICE IMPLICATIONS: Empathy was protective when stress was high. Empathy training may enhance high-risk parent education.
PURPOSE: To test psychosocial antecedents (maternal stress, self-confidence, and empathy) of preschoolers' behavior problems. DESIGN AND METHODS: One hundred and twenty-two postpartum mothers completed a 24-month longitudinal mail survey. A structural equation model that included empathy was tested. RESULTS: Stress, but not maternal self-confidence or empathy, was directly related to child behavior problems (t=1.98, p=.05). Maternal empathy in combination with self-confidence or stress, however, moderated adverse effects on behavior problems (p=.03). Predictors explained 16% of variance of behavior problems. PRACTICE IMPLICATIONS: Empathy was protective when stress was high. Empathy training may enhance high-risk parent education.