Parental educational practices in relation to children's anxiety disorder-related behavior

Schoolchildren reported their parents’ use of aversive control and positive reinforcement contingencies in their educational interventions, as well as parental non-responsiveness to their requests for educational assistance. They also reported their own levels of six dimensions of anxiety disorder-related phenomena. Both parental use of aversive control and non-responsiveness were directly related to overall levels of child anxiety disorder-related behavior; these correlations were more robust than those observed in previous investigations of more diffuse dimensions of parenting style and trait anxiety. Panic disorder/agoraphobia and Generalized anxiety disorder were the dimensions most strongly correlated with both parental aversive control and non-responsiveness, while Compulsive behavior was uniquely uncorrelated with parental non-responsiveness and uniquely correlated with parental use of positive reinforcement contingencies. Differences in the magnitudes of correlations between anxiety disorder-related dimensions and parental educational practices are interpreted in terms of the probable differential effectiveness of their constituent behaviors in terminating parent-mediated negative reinforcers.

► A study of relations between parental educational contingency use and child anxiety.
► Parental educational use of aversive control contingencies correlates with anxiety.
► Parental non-involvement in children's academic affairs correlates with anxiety.
► Use of positive reinforcement contingencies is unrelated to overall anxiety levels.
► Parental practices are differentially correlated with specific dimensions of anxiety.