Parenting knowledge and its role in the prediction of dysfunctional parenting and disruptive child behaviour

Morawska, A., Winter, L. and Sanders, M. R. (2009) Parenting knowledge and its role in the prediction of dysfunctional parenting and disruptive child behaviour. Child: Care, Health and Development, 35 2: 217-226. doi:10.1111/j.1365-2214.2008.00929.x

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Author Morawska, A.
Winter, L.
Sanders, M. R.
Title Parenting knowledge and its role in the prediction of dysfunctional parenting and disruptive child behaviour
Journal name Child: Care, Health and Development   Check publisher's open access policy
ISSN 0305-1862
Publication date 2009-03
Sub-type Article (original research)
DOI 10.1111/j.1365-2214.2008.00929.x
Volume 35
Issue 2
Start page 217
End page 226
Total pages 10
Editor Stuart Logan
Place of publication Oxford, United Kingdom
Publisher Wiley-Blackwell Publishing
Collection year 2010
Language eng
Formatted abstract
Background  There is a paucity of research on the relationship between parental knowledge, parenting and parenting self-efficacy, and some inconsistencies have been reported in the literature.

Method  Parent knowledge of effective parenting strategies was assessed among 68 parents from a non-clinic sample, who also completed questionnaires relating to parenting confidence, quality of parenting and child behaviour.

Results  Parents with greater knowledge tended to be less dysfunctional, and reported significantly higher education and income levels. Parenting confidence explained a significant proportion of the variance in reported frequency of disruptive child behaviour while knowledge did not independently contribute to the prediction. However, the relationship between parenting confidence and dysfunctional parenting was moderated by the level of knowledge. There was a stronger negative relationship between confidence and dysfunctional parenting when knowledge level was low than when it was high. Post hoc analyses indicated that the relationship between parenting knowledge and disruptive child behaviour was moderated by the level of parenting dysfunction. Parenting knowledge and reported frequency of disruptive behaviour were positively related when the level of dysfunction was low, but were unrelated when it was high.

Conclusions  Parents with low levels of knowledge and confidence in their parenting may be at greater risk of dysfunctional parenting and might benefit from interventions designed to enhance both knowledge and confidence. Results are interpreted in relation to inconsistencies with previous research and implications for future methodologies.
Keyword Behaviour problems
Parenting competence
Parenting confidence
Parenting knowledge
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
Theoretical Development of Triple P
School of Psychology Publications
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Citation counts: TR Web of Science Citation Count  Cited 15 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 22 times in Scopus Article | Citations
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Created: Thu, 03 Sep 2009, 08:52:28 EST by Mr Andrew Martlew on behalf of School of Psychology