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

  • GENE H. BRODY (a1), SOOYEON KIM (a1) (a2), VELMA McBRIDE MURRY (a1) and ANITA C. BROWN (a1)

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.

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Corresponding author

Address correspondence and reprint requests to: Gene H. Brody, Center for Family Research, University of Georgia, 1095 College Station Road, Athens, GA 30602-4527; E-mail: gbrody@uga.edu.

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