Genetic, Prenatal, and Family Influences on the Development of Social Competence in Early Childhood
Open Access
- Author:
- Ramos, Amanda M
- Graduate Program:
- Psychology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 17, 2020
- Committee Members:
- Jenae Marie Neiderhiser, Dissertation Advisor/Co-Advisor
Jenae Marie Neiderhiser, Committee Chair/Co-Chair
Karen Linn Bierman, Committee Member
Erika Sell Lunkenheimer, Committee Member
Gregory M Fosco, Outside Member
Kristin Ann Buss, Program Head/Chair - Keywords:
- Social competence
Early childhood
Heritable influences
Prenatal distress
Parenting
Child effects
evocative rGE - Abstract:
- Our understanding of the development of social competence in early childhood is greatly enhanced using an integrated approach merging family systems theory and behavioral genetics. Previous literature suggests that child social competence is influenced by heritable influences (Battaglia et al., 2017), prenatal distress (Carter et al., 2001a; DiPietro et al., 2006; Eichler et al., 2017), and parental responsiveness and hostility (Anthony et al., 2005; Feldman & Masalha, 2010; Hartas, 2011; Kochanska et al., 2008). However, previous literature has often considered the role of these influences separately without considering how these factors can inhibit or increase children’s social competence in tandem or as a cascade of negative effects. The main research question of this dissertation is to examine the mechanisms by which children’s early environment (prenatal and family) and heritable influences shape the development of social competence. This dissertation uses a longitudinal parent-offspring adoption design to examine two main aims: (1) whether the role of prenatal distress on the development on social competence is a transfer of heritable influences or a pure environmental influence, and (2) examine how children can impact parenting, while considering the role of gene-environment interplay. Structural equation modeling was used to achieve these aims. Results from this dissertation show that prenatal distress was not associated with social competence; however, there were heritable influences on social competence as well as earlier child behaviors (regulation and reactivity) that were associated with social competence at 4.5 years old. Also, results from the second study suggest that children and parents are engaged in a coercive cycle that negatively impact the development of social competence. Additionally, it suggests that family dynamics are either child-led or parent-led, depending on the child behavior being investigated. Taken together these studies support: (1) the necessity of accounting for heritable influences in studies, (2) the importance of considering the child when examining the role of the family, and (3) the implications of the prenatal environment on parenting and child behaviors. By beginning to address these research questions, our research supports the integration of multiple levels of influence in an attempt to not only move closer to elucidating mechanisms of change, but also further understanding the complex nature of the development of social competence.