ABSTRACT

This study aimed to identify the reciprocal effect of coparenting as a predictor of maternal parenting stress, and the influence of maternal parenting stress on coparenting. Coparenting and parenting stress are two essential factors that influence child development. The sample included 412 Korean mothers who completed surveys at 3, 6, and 12 months after giving birth. The Parenting Stress Index-Short Form was used to assess parenting stress across three domains, and the Parenting Alliance Inventory was used to evaluate coparenting. The data analysis was conducted using structural equation modelling. The results demonstrated that the cross-lagged model between total parenting stress and coparenting showed a mixture of significant bidirectional and unidirectional effects depending on the time point. Additionally, the parent–child dysfunctional interaction and difficult child domains had significant bidirectional effects on coparenting, while the parental distress domain had significant unidirectional effects on coparenting. Maternal parenting stress should be understood in the context of the coparenting relationship, as there are unique bidirectional associations between coparenting and each subdomain of parenting stress. We recommend including content in parenting education programmes to help mothers better understand their child's temperament to reduce maternal parenting stress and eventually induce positive behaviours in the child.

摘要

本研究旨在确定共同养育作为母亲养育压力的预测因子的互惠效应，以及母亲养育压力对共同养育的影响。共同养育和养育压力是影响儿童发展的两个重要因素。样本包括 412 名韩国母亲，她们分别在分娩后 3、6 和 12 个月完成调查。育儿压力指数简表用于评估三个领域的育儿压力，育儿联盟清单用于评估共同养育。使用结构方程模型进行数据分析。结果表明，总养育压力和共同养育之间的交叉滞后模型显示出显着的双向和单向效应的混合，具体取决于时间点。此外，亲子功能失调的互动和困难的孩子领域对共同养育有显着的双向影响，而父母痛苦领域对共同养育有显着的单向影响。应在共同养育关系的背景下理解母亲养育压力，因为共同养育与养育压力的每个子域之间存在独特的双向关联。我们建议在育儿教育计划中加入内容，以帮助母亲更好地了解孩子的气质，从而减轻母亲的育儿压力并最终引导孩子产生积极的行为。应在共同养育关系的背景下理解母亲养育压力，因为共同养育与养育压力的每个子域之间存在独特的双向关联。我们建议在育儿教育计划中加入内容，以帮助母亲更好地了解孩子的气质，从而减轻母亲的育儿压力并最终引导孩子产生积极的行为。应在共同养育关系的背景下理解母亲养育压力，因为共同养育与养育压力的每个子域之间存在独特的双向关联。我们建议在育儿教育计划中加入内容，以帮助母亲更好地了解孩子的气质，从而减轻母亲的育儿压力并最终引导孩子产生积极的行为。