Karen Smith Wampler

Dating Violence: The Primacy of Previous Experience:

Data concerning dating violence were collected from 410 university and college students. Descriptive information on the rate and type of such violence was examined along with information on the gender of individuals involved. The relative contributions of five sets of factors to the occurrence of dating violence were investigated: past experiences with violence, attitudes, personality factors, the nature of the relationship, and socioeconomic status. The results indicate that 47 percent of the respondents had some experience with violence in a dating relationship. The majority of these experiences were reciprocal in nature with both partners violent at some time. When the violence was not reciprocal, males were three times as likely to report victim-only experiences than were females. Multiple regression analysis showed violent experiences in previous relationships to be the main predictor of violent experiences in current relationships.

Parental Similarity on Child-Rearing Orientations: Effects of Stereotype Similarity

Previous research findings on similarity between parents on child-rearing orientations have been questioned as more recent research has found fairly high stereotype effects between spouses. The present report addressed issues of level and consistency of similarity over time, using data from the first 4 years of a 5-year study of 136 families and their preschool children. Parental similarity was assessed using the Block Child-rearing Practices Report (CRPR). Standard estimates of similarity as well as estimates of a dyadic-level similarity score, with stereotype effects removed, were obtained. While correlations across time were positive and significant for both scores, the dyadic score was significantly lower than the unadjusted score at all time points. Results indicated that earlier significant findings, between similarity and marital relations, family relations and child outcomes, were caused almost completely by stereotype effects.

Intergenerational Differences in Parenting Styles and Goals

In this study we assessed intergenerational differences on parenting styles and goals. Thirty-two mothers and 28 maternal grandmothers filled out four parenting measures: The Parent Satisfaction Scale, the Childrearing Practices Report, the Parenting Goals Questionnaire, and the Self-Sufficiency Questionnaire. Although no generational differences were obtained for parenting goals, significant differences were found for self-sufficiency parenting, parent satisfaction, and on nurturance. Results indicated that grandmothers perceived children as less autonomous and placed greater emphasis on parenting as a value and on nurturance than did their daughters.

The georgia marriage Q-Sort: An observational measure of marital functioning

Abstract The development of a new observational measure of marital interaction using a Q-sort methodology is described. The Q-sort is one way of obtaining observer measures of marriage which complements both microcoding and global ratings of marital processes. High interrater agreement was obtained in coding the marital interaction of couples participating in a 2-year study of families with a preschool child. Evidence of construct validity is presented in terms of how the Q-sort relates to CISS ratings, the Dyadic Adjustment Scale, and the Relationship Inventory.

Social Class and Parental Involvement in the Sex Education of Children

AbstractMiddle-class and working-class parents were surveyed concerning their plans for educating their children on 15 issues dealing with sexuality. Middle-class parents were more likely to prefer that both the mother and father be involved in sex education, whereas the working-class group preferred the mother only to be involved. In contrast, both groups expected only the mother to actually provide information to their child. Surprisingly, both groups indicated a high degree of comfort in discussing sexuality topics with their young child, although the majority admitted that their parents did not provide them with sexuality information when they were young. Reasons for the difference between their own experiences in learning about sexuality and their expectations for strong parental involvement in the sex education of their own children are discussed.