Are pre-parent aggressive discipline acceptability and intentions unique constructs? Latent modeling with the theory of planned behavior

Abstract

Aggressive discipline strategies are related to negative outcomes for children. Understanding who might use aggressive discipline offers an opportunity for early prevention. Part of the theory of planned behavior (TPB) posits that attitudes and intentions to engage in a behavior predict engagement in the behavior. A partial TPB framework was applied to assess relations among attitudes and intentions to use aggressive discipline strategies in pre-parents. Participants’ (N = 247) experienced aggressive discipline, perceived acceptability of these strategies, and intention to use these strategies were assessed. Confirmatory factor analyses supported a two-factor model comprised of aggressive discipline experienced and aggressive discipline attitudes (i.e., acceptability and intentions), supporting the use of a partial TPB framework in this area. Results suggest that attitudes and intentions may not be empirically distinct for pre-parents speculating hypothetical situations. Moreover, results suggest that pre-parents may be a viable population for early prevention efforts for aggressive discipline.

Keywords:

• Aggressive discipline
• pre-parents
• structural equation modeling
• theory of planned behavior

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

Ethical standards and informed consent

All procedures followed were in accordance with the ethical standards of the responsible committee on human experimentation [institutional and national] and with the Helsinki Declaration of 1975, as revised in 2000. Informed consent was obtained from all participants for being included in the study.

Additional information

Notes on contributors

Tabitha C. Fleming

Tabitha C. Fleming, PhD, is a clinical psychology postdoctoral fellow at the University of Oklahoma Health Sciences Center in the area of child maltreatment.

Allison R. Morton

Allison Morton, PhD, is a clinical psychology postdoctoral fellow in integrated primary care with the Munroe Meyer Institute at the University of Nebraska Medical Center.

Jordan A. Gette

Jordan Gette, MA, is a clinical psychology doctoral candidate at Texas Tech University completing her pre-doctoral internship at the University of Mississippi Medical Center.

Jason Van Allen

Jason Van Allen, PhD, is an Associate Professor and Director of Clinical Training for the Clinical Psychology Program at Texas Tech University.