About this srcd poster session

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Panel information
Panel 14. Parenting & Parent-Child Relationships

Abstract

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Parenting education has demonstrated benefits for parents, yet its specific effects on families of various sizes (e.g., families with multiple children) is less well understood. Prior research supports that family size can influence parent-child dynamics (Scott and Seifert, 2010; Almeqdad et al., 2016; Shao, et.al., 2022), an important consideration for parenting programs that aim to support different family structures. In our study, we use data from a statewide parenting education system to explore: How do families with multiple children differ on parenting knowledge, skills, and behaviors from families with one child before and after participating in a parenting education series? We also explore how participation impacts families’ parenting knowledge, skills and behavior, controlling for number of children (one or multiple) to understand how discrepancies between families prior to a program may change following participation. Methods: Participants. Our study includes families (N=3,610) who participated in multi-class parenting programs through a statewide parenting education system. Participating parents were 36.16 years on average (sd=9.61 years), 71.21% female, 65.64% were parenting with a partner and 64.49% identified as low-income. Measures. In addition to demographic data, we used the Parenting Skills Ladder (PSL), a retrospective pre-post measure (Pratt et al., 2014) to assess 12 items (rated 0-6, low-high) associated with the frequency of parenting beliefs and behaviors before and after participating in a parenting class series. Analytic Plan. We used Stata 18.0 for all analyses, conducting first a series of 24 multiple regression analyses to test for differences between families with 1 child and those with multiple children on each item of the PSL before participation in a parenting series and again after, controlling for parent age, gender, parenting method (parenting alone, with a partner, or with another relative), and income. We then used a series of 13 multiple regressions to predict change in each of the 12 PSL items (as well as on a composite of the PSL) using the same control variables. Results. Before participating, families with multiple children rated themselves higher on knowing what normal behavior looked like for their children's age level and rated themselves higher on talking with other parents to share experiences compared to families with one child (see Table 1). Single-child families rated themselves higher on playing with their child frequently, showing love and affection, listening to their child's feelings, and helping their child feel good about themselves. After completing the parenting education series, fewer difference remained (see Table 1). Single-child families rated themself higher on playing with their child frequently on both pre- and post-test compared with families with multiple children (ps<.05). Implications. Families begin parenting education programs with different needs and experiences and this can be shaped by parenting experiences associated with number of children. Consideration for sibling play dynamics and the ages of the children within the family may help explain the difference observed between single-child families and those with multiple children. For families with multiple children, focused support that highlights opportunities for play may be advantageous.

Author information

Author	Role
Jasmine Karing, Oregon State University	Presenting author
Shauna Tominey, Oregon State University	Non-presenting author
Michaella Sektnan, Oregon State University	Non-presenting author

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