Parental attitudes toward child rearing: Instruments, issues, and implications.

Abstract

Describes historical use of surveys to assess parents' global child-rearing attitudes and reviews the structure and content of the 83 parent attitude questionnaires published from 1899 through 1986 designed to quantify variations in parental attitudes and, presumably, parental behavior. Inspection of the surveys' psychometric properties reveals marginally acceptable levels of reliability and questionable validity. One suspected source of problems with the instruments, the use of vague and ambiguous items, was confirmed in a study of mothers' reactions to one survey. In addition to instrument errors, conceptual problems associated with assumptions about the structure of parental attitudes and how attitudes relate to parental behavior are discussed. Alternative methods for assessing parental social cognitions and individual differences in parents are advocated. One of the oldest and most important questions in psychology concerns the role the environment plays in the development of an individual. At least in the opening scenes of ontogeny, parents are generally recognized to be the protagonists and the family to be the primary arena for socialization (Maccoby, 1984). Parents have frequently been implicated as principal causal agents in their children's behavioral, emotional, personality, and cognitive development. This influence is achieved through a variety of active and passive, reactive and nonreactive processes (Baumrind, 1980; Radke-Yarrow & Zahn-Waxler, 1986; Scarr

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