Intellectually gifted children are often characterized as prone to perfectionism and fear of failure (Basirion et al., 2014; Chan, 2012; Cross & Cross, 2015; Speirs Neumeister, 2016). However,...Show moreIntellectually gifted children are often characterized as prone to perfectionism and fear of failure (Basirion et al., 2014; Chan, 2012; Cross & Cross, 2015; Speirs Neumeister, 2016). However, research findings on the association between giftedness and perfectionism seem diverging. In addition, no research on fear of failure among specifically gifted pre-adolescents has been conducted yet. Therefore, the current study investigated the possible differences between gifted pre-adolescents aged 10-12 years old and their non-gifted peers on perfectionistic striving (adaptive perfectionism), perfectionistic concern (maladaptive perfectionism) and fear of failure. An innovative aspect of the current study is that perfectionistic striving was measured with both implicit and explicit measurements. We found that (1) gifted and non-gifted pre-adolescents did not differ in the extent to which they strive for perfectionism, neither implicitly nor explicitly, (2) gifted pre-adolescents showed less perfectionistic concern than their non-gifted peers in the form of socially prescribed perfectionism, and (3) gifted and non-gifted pre-adolescents did not differ in the extent to which they showed general fear of failure. Collectively, the findings suggest that gifted preadolescents should not be characterized as vulnerable to fear of failure and perfectionism, both perfectionistic striving and perfectionistic concern. Additionally, our findings emphasize the importance of using both implicit and explicit measures when investigating perfectionism.Show less
Giftedness has both been theorized as having a positive effect on giving behavior, due to more advanced moral- and prosocial reasoning, as well as having a negative effect, due to more reported...Show moreGiftedness has both been theorized as having a positive effect on giving behavior, due to more advanced moral- and prosocial reasoning, as well as having a negative effect, due to more reported social – and emotional problems (e.g. anxiety, worry, sensitivity) (Zeidner, Shani-Zinovich, Matthews, and Roberts, 2005). Given the role of giving behavior in reciprocal interactions with peers, research about giving behavior in gifted adolescents will give more insight on the emotional and social well-being of these youth. This study examined giving behavior to friends, non-liked peers and strangers in gifted and non-gifted adolescents between nine and twelve years old (Mage = 10.88), and the mediating role of empathy in the relationship between the type of education (gifted or regular) and giving behavior to the respective targets. Giving behavior toward the different targets was measured using the prosocial donation task in which participants divided coins between themselves and, respectively, a friend, a non-liked peer and a stranger. The results showed no significant difference between the giving behavior to the respective targets of gifted adolescents and their peers. In addition, empathy was not found to be a mediator in the relationship between giftedness and the giving behavior to the respective targets. These findings suggests that giftedness is not related to prosocial giving behavior toward different targets as measured in this prosocial donating task and that empathy does not explain the suggested higher prosocial giving behavior in gifted adolescents.Show less
This study examined the possible relationship between parental feelings of competence and internalizing problems in children. In addition, it was examined whether this relationship was mediated by...Show moreThis study examined the possible relationship between parental feelings of competence and internalizing problems in children. In addition, it was examined whether this relationship was mediated by the interactions between parent and child. It was also investigated whether there are differences in these possible relationships between parents with or without anxiety disorder. The sample consisted of 139 parents, 70 with and 69 without an anxiety disorder, of children aged 7-14. To measure parental feelings of competence, parent-child interactions and internalizing behaviour of the child, the parent completed questionnaires. Results from the entire sample showed that a higher degree of parental feelings of competence predicted fewer internalizing problems and more functional parent-child interactions. Contrary to expectations, the relationship between parental feelings of competence and internalizing problems was not mediated by parent-child interactions. Findings suggest that enhancing the feelings of parental competence may play a role in reducing the number of internalizing disorders among children. The two analyses of the parents with and without anxiety disorder 4 showed that parental feelings of competence is a predictor of (dis)functional parent-child interactions, but not of internalizing problems in the child. The current study contributes to the identification of risk factors for internalizing problems in the child. This can contribute to the improvement of (preventive) parent interventions.Show less
Parental anxiety is considered a risk factor for childhood anxiety disorders, but the mechanisms of this transmission are not yet sufficiently understood. An insecure attachment style is also a...Show moreParental anxiety is considered a risk factor for childhood anxiety disorders, but the mechanisms of this transmission are not yet sufficiently understood. An insecure attachment style is also a risk factor for the development of anxiety disorders in children, so it is possible that the transmission takes place via attachment style. This research therefore investigates whether the relationship between anxiety of the parent and anxiety of the child can be explained via attachment. The research was conducted based on 162 participants between the ages of seven and fourteen years old, divided into a group of children of parents with an anxiety disorder (n = 78) and children of control parents (n = 84). Children filled in the Screen for Child Anxiety Related Emotional Disorders71 (SCARED-71) and the attachment questionnaire for children (AQC) and the parents filled in the Child Anxiety Related Emotional Disorders -Adult (SCARED-A). No significant relationship was found between the parent’s anxiety and the child's attachment style and between parent's anxiety and the child's anxiety. A significant relationship was found between the attachment style of the child and the child’s anxiety. However, in conclusion, we did not find evidence that the transmission of anxiety from the parent to the child is through attachment.Show less
Anxiety disorders are one of the most common problems in children that brings a number of negative consequences. Identifying the factors for the development of an anxiety disorder in children is...Show moreAnxiety disorders are one of the most common problems in children that brings a number of negative consequences. Identifying the factors for the development of an anxiety disorder in children is important for the development of prevention and intervention. Important risk factors for developing an anxiety disorder are having a parent with an anxiety disorder and a high level of behavioral inhibition in children. The current study investigates if the relationship between parental anxiety and the level of anxiety in a child is mediated by the level of behavioral inhibition in a child. Participants consisted of 71 children of parents with an anxiety disorder and 84 children of parents without an anxiety disorder at the age of 7 to 14 years (M = 10.16, SD = 1.58). The groups of parents with an anxiety disorder and parents without an anxiety disorder were determined on the basis of a MINI interview which diagnosed parents with an anxiety disorder or not. An anxiety (SCARED-71) and behavioral inhibition (BIS_C) scale for children were used to measure the level of anxiety and behavioral inhibition. The child as well as the parents have reported about the level of anxiety the child experiences. The current research showed that children of parents with an anxiety disorder experienced a higher level of anxiety when parents reported about the level of anxiety in the child. Furthermore, children of parents with an anxiety disorder did not show a higher level of behavioral inhibition and children with a higher level of behavioral inhibition experienced more anxiety only when children reported about the level of anxiety.Show less
The current study has investigated whether attachment style and parent-child interactions mediated the relationship between parental anxiety and fear in children. In total, 71 children of parents...Show moreThe current study has investigated whether attachment style and parent-child interactions mediated the relationship between parental anxiety and fear in children. In total, 71 children of parents with an anxiety disorder and 84 children of parents without an anxiety disorder participated in this study. Children were aged 7-14 years old. Both parents and children completed questionnaires once to measure attachment, parent-child interactions, parental anxiety, and child anxiety. The results of this study show that the relation between parental anxiety and child anxiety is mediated by attachment style. This effect was only found in the control group. Attachment style was a significant predictor of child anxiety. Parent-child interactions do not mediate the relationship between parental anxiety and child anxiety. Parent-child interactions only appear to be related to parental anxiety. Parents who experience higher levels of anxiety are less capable to effectively cope with conflicts with their children and they reported lower levels of acceptance in the relationship with their children. These effects have been found in both patient and control groups. In summary, attachment style is a 4 predictor of anxiety in children of parents without an anxiety disorder, and parental anxiety is a predictor of parent-child interactions in both groups. Current study can contribute to the existing treatments and interventions that are aimed at reducing the risk factors of children that are at increased risk of developing an anxiety disorder.Show less
This study investigated the mediating effect of parental anxiety symptoms in the relationship between impactful parental experiences, and anxiety symptoms in children. Its research population...Show moreThis study investigated the mediating effect of parental anxiety symptoms in the relationship between impactful parental experiences, and anxiety symptoms in children. Its research population consisted of children of parents without anxiety disorders, the healthy test group (n = 68), and children of at least one parent with a panic disorder, the panic test group (n = 40). The children were on average 10.11 years old (SD = 1.56). The children’s anxiety symptoms were assessed through the Screen for Child Anxiety Related Emotional Disorders71 (SCARED-71), while parental anxiety symptoms were assessed through the Screen for Child Anxiety Related Emotional Disorders-A (SCARED-A). Impactful parental experiences were assessed using a modified version of the List of Threatening Experiences (LTE). No mediation effect was found in the panic test group, but parental anxiety symptoms did significantly predict anxiety symptoms in children. The absence of the mediation effect may be connected to the parents receiving treatment for their panic disorder when the impactful experiences occurred. This may have weakened the predictive effect of impactful experiences on parental anxiety symptoms. However, the mediation effect was identified in the healthy test group, as an indirect effect. This confirms that the chances of children developing an anxiety disorder increase, when an impactful experience increases their healthy parent's anxiety symptoms. Some anxiety disorders in children can potentially be prevented, by offering parents appropriate treatment for anxiety symptoms after experiencing an impactful event. Due to the limitations of this study, further research should be conducted to confirm its results.Show less
