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Colloquium Graduate School of Child Development and Education on Monday 29 August 2022

Laatst gewijzigd op 22-08-2022
The next Graduate School colloquium will be on Monday 29 August. Marije Eradus, Melis Dülger, and Merlin Nieterau will present their master theses (for abstracts, see below).
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Startdatum
29-08-2022 11:00
Einddatum
29-08-2022 12:30

With the aim of promoting academic exchange and cooperation, we would like to invite all (research master) students, researchers and other staff members to attend the colloquium. This meeting will take place via Zoom (please, see below for the link).    

 Day:               Monday 29 August 2022
Time:             1 - 2.30 pm CET
Link:            https://uva-live.zoom.us/j/84960222752Externe link 

Information for students:   
This will be an online colloquium. There are a few ground rules we would like to establish beforehand:    

  • The following link only applies to students who join online and wish to earn a colloquium point: https://uva.fra1.qualtrics.com/jfe/form/SV_3ZQz7Ej3IApid3UExterne link
  • We will monitor your attendance throughout the meeting, make sure your full name is visible for us and leave your camera on. We will send a list of attendees to the Education Desk afterwards and they will register 1 colloquium point for you.    
  • When you enter the meeting, you will be muted. You can unmute yourself to pose a question.    
  • We will be actively watching our email during the colloquium meeting for those of you who struggle with entering the meeting or with your connection. If you have any difficulties, please email q.du@uva.nlExterne link, we will see how we can help you.  

We look forward to seeing you at the Graduate School Colloquium!   

With kind regards, also on behalf of Marije Eradus, Melis Dülger,  Merlin Nieterau and Andries van der Ark, Annette van Maanen, Qingqing Du (q.du@uva.nlExterne link) and Jiajun Mo (j.mo@uva.nlExterne link).    

    
ABSTRACTS

Parental Differential Warmth, Harshness and Hostility, and Child Mental Health: A Meta-Analysis
Marije Eradus

The current meta-analysis examined the extent to which children who receive less parental warmth, or more parental harshness and hostility, than their sibling, experience more mental health problems. We hypothesized (1) an overall association between parental differential treatment (PDT) (i.e., warmth and harshness and hostility) and children’s mental health problems and (2) that this association would be stronger for differential harshness and hostility. The systematic literature search in September 2021 (PsycINFO and Web of Science) yielded 3,395 hits that resulted into 36 eligible studies, of which 79 effect sizes from 9 unique samples could be included in the analyses. We found a small significant association between more PDT (i.e., less differential warmth and more harshness and hostility) and more mental health problems. This effect was not stronger for differential harshness and hostility than for differential warmth. Both differential warmth and harshness and hostility seem important for the mental health problems of children who are treated worse (i.e., receiving less warmth and more harshness and hostility) than their sibling. Future research should invest in identifying potential moderating effects to explain the substantial heterogeneity observed in the association between PDT and children’s mental health problems.

Keywords: parental differential treatment, differential parental warmth, differential parental harshness and hostility, child mental health problems, relative difference scores

Intergenerational Transmission of Social Anxiety: The Role of Parents’ Fear of Negative Child Evaluation and Interpretation Bias towards Own and Child Environment
Melis Dülger

Research on intergenerational transmission of social anxiety suggests that parental social anxiety is linked to child social anxiety. Parental fear of negative evaluation (FNE), fear of negative child evaluation (FNCE), and negative interpretation biases have been proposed to play a role in this transmission. In this study, we tested whether parents’ FNE and interpretation bias toward their environment, as well as their FNCE and interpretation bias towards their child’s environment, mediated the relationship between parental social anxiety and child social anxiety. A total of 179 parents of 13-16 years old adolescents completed questionnaires regarding their own social anxiety, FNE, and FNCE and their child’s social anxiety. Parents’ interpretation biases were measured using scenario completion and memory recognition tasks. While we found significant positive correlations between child social anxiety and parents’ social anxiety, FNE, and FNCE, interpretation biases as measured with memory recognition tasks correlated negatively with the other measures. Only FNCE in one of the models partially mediated the relation between parental and child social anxiety in the model with parents’ interpretation bias towards their child’s environment. Our results indicated that associations between interpretation bias and social anxiety might be different than found in the previous studies. Besides, although FNE and interpretation biases are not significant mediators of the association between parental and child social anxiety, there is strong evidence that social anxiety runs in families, and FNCE might be a potential factor that play a role in intergenerational transmission of social anxiety.

Keywords: social anxiety, fear of negative evaluation, fear of negative child evaluation, interpretation bias

Genetic Nurture of Disruptive Behavior: The Role of Polygenic Scores and the Parenting Environment in Child Disruptive Behavior
Merlin Nieterau

Recently, there has been a growing recognition that the effect of parenting on child disruptive behavior may not constitute a pure environmental effect but may—in part—also constitute a genetic effect (i.e., genetic nurture). Our study features a first attempt to examine the genetic nurture of child disruptive behavior, using disruptive behavior-associated genetic variants summarized in genome-wide polygenic scores (PGS-DB), of 271 parent-child dyads with children aged 3.6–8.6 years (M = 6.25, SD = 1.31) and studying both harsh-inconsistent and warm-supportive parenting practices. Results from SEM analyses demonstrated that the association between harsh-inconsistent (but not warm-supportive) parenting and child disruptive behavior was significant, as well as the relation between children’s PGS-DB and their own disruptive behavior. Thus, as expected, both parenting practices and children’s genotypes explained a significant proportion of the variance in child disruptive behavior. However, no evidence was found for gene-environment correlation or genetic nurture; as the associations between children’s PGS-DB and parenting, parents’ PGS-DB and parenting, and parents’ PGS-DB and disruptive behavior were all non-significant. This study emphasizes the need to include both genetic and environmental data to provide a complete, bio-ecological understanding of underlying pathways shaping complex traits such as child disruptive behavior.

Keywords: genetic nurture, disruptive behavior, parenting, gene-environment correlation, polygenic scores

Graduate School Colloquia for the next academic year will take place on:       

  • 26 September
  • 31 October 
  • 28 November

Colloquiumcategorie: scriptiepresentaties