Plotnick, R.D. (1992, December). The effects of attitudes on teenage premarital pregnancy and its resolution. American Sociological Review, 57, 800-811.

OVERVIEW

Much concern has been expressed about information needs and caretaking attitudes of pregnant or parenting adolescents. Historically, research has focused on comparing adolescent mothers to older mothers. The results have been inconsistent. Prior to this study, no research has examined both the adolescents’ knowledge of child development milestones and their attitudes about caretaking at various stages in their pregnancy-parenting cycle.

Preliminary work suggests that "the psychosocial functioning of adolescents, particularly in the areas of coping and self-image, may be strongly related to their adjustment to the stressors associated with pregnancy and parenthood" (Colletta & Gregg, 1981; Ragozin, Basham, Crnic, Greenberg & Robinson, 1982; Schinke, Barth, Gilchrist & Maxwell, 1986). This study goes one step further and assesses the relationship between coping techniques and self-image attitudes toward caretaking.

Past research indicates a relationship between knowledge of child development and attitudes toward caretaking. There is also a correlation between knowledge of child development and parenting behavior. The results, however, have not been consistent. This is addressed in this study.

AIM

This study sought to compare pregnant adolescents, parenting adolescents, and nonpregnant adolescents on their knowledge of child development and on their attitudes toward caretaking.

DESIGN

Pregnant and parenting adolescents were given questionnaires by staff members of local agencies providing care service to this group. Nonpregnant adolescents were selected randomly by the staff of a local high school. The sample included 39 mothers with an average age of 18.1 and 45 pregnant adolescents with an average age of 17.1. Of the pregnant and parenting adolescents, over one-third was suspected as having been abused; more than three-fourths reported either currently being in school or having graduated from high school. More than 50% of the pregnant and parenting teens were of minority background. One-fourth of the nonpregnant group was from minority background. 49% Of the parenting, 69% of the pregnant, and nearly all of the nonparent adolescents lived with their family of origin.

Each group was asked to complete a series of questions measuring their knowledge of developmental milestones of infants and questions concerning their attitudes toward caretaking. Developmental milestones included such things as first smile, crawl, walk, and potty training. In regard to attitudes, the adolescent was asked to indicate the degree to which they agreed or disagreed with such statements as "Taking care of a baby is much more work than pleasure," "One big problem about having a baby is that you can’t do the things you liked to do before the baby is born," and "It is terribly frustrating task to care for newborn infants because they can’t let you know what they need."

Pregnant and parenting adolescents were also asked to complete the Ways of Coping Scale (revised, Folkman & Lazarus, 1988) and the Offer Self-Image Questionnaire (Offer, Ostrov, & Howard, 1977). The former measures such coping techniques as "distancing," "self-blame," and "escape-avoidance/wishful thinking." The latter measures impulse control, emotional tone, body self-image, social relationships, morals, vocational and educational goals, sexual attitudes, family relationships, mastery of the external world, psychopathology, and superior adjustment.

FINDINGS

DEVELOPMENTAL MILESTONES AND CARETAKING ATTITUDES

• Parenting adolescents expected infants to sit up at a younger age than pregnant adolescents.
• Parenting adolescents showed more positive caretaking attitudes than pregnant adolescents.
• Nonpregnant adolescents expected infants to accomplish different developmental milestones at an older age than both parenting and pregnant adolescents.
• In comparison to norms, both pregnant and parenting adolescents underestimated the ability of infants to "sit up alone" and to understand the word "no."

RELATIONSHIP BETWEEN COPING, SELF-IMAGE, AND ATTITUDES TOWARD CARETAKING

• Parenting adolescents who used more "self-blame" coping and higher level of "escape/avoidance" coping tended to have poorer caretaking attitudes.
• Pregnant adolescents using higher levels of "escape/avoidance" coping showed poorer caretaking attitudes.
• Parenting adolescents with more positive self-image showed more positive caretaking attitudes.

CONCLUSIONS

When compared with older mothers, parenting adolescents were found to have less child developmental information. When compared with their nonpregnant peers, both pregnant and parenting adolescents were closer to the norms for most of the developmental milestones.

CRITIQUE AND EVALUATION

The author listed the following limitations to the study:

• The study is limited in its ability to assess longitudinal changes. For example, when pregnant adolescents become mothers, do their attitudes toward caretaking change?
• The sample of pregnant and parenting adolescents were limited to those receiving services. Those without these services may have not had a higher understanding of developmental milestones.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. What differences were found between pregnant, parenting, and nonpregnant adolescents on their knowledge of child development? What could be the reasons for these differences?
2. What coping techniques were used by parenting teens? What impact did this have on their attitudes toward caretaking?
3. What impact could instruction on positive coping techniques have on attitudes toward caretaking? Toward parenting styles?

IMPLICATIONS

1. Instruction on positive coping mechanisms could impact attitudes toward caretaking.
2. Pregnant and parenting adolescents’ underestimation of the infant’s ability to understand simple commands may result in parental frustration; this may contribute to a more punitive mothering style.
3. Skills need to be taught to teenage mothers. Raising a child takes maturity and role models. The task is overwhelming enough without having to deal with it alone.

Bonnie Natte & Anne Montague cCYS