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In a sample of 299 children (grades 2, 4, and 6), we examined parenting and negative life events as predictors of depressive cognitions, specifically low self-perceived competence, depressive cognitive schemas, and depressogenic attributional style. We also examined developmental trends in these relations. Children completed measures of parenting, negative life events, and depressive cognitions. Parents also completed measures of parenting and negative life events. Consistent with our hypotheses, negative parenting and negative life events corresponded with higher levels of depressive cognitions, whereas positive parenting corresponded with lower levels of depressive cognitions. The relations between negative parenting and negative automatic thoughts were stronger for older children. Theoretical and practical implications are discussed.

This study examined the combined and cumulative effects of supportive-positive and harsh-negative parenting behaviors on children's depressive symptoms. A diverse sample of 515 male and female elementary and middle school students (ages 7 to 11) and their parents provided reports of the children's depressive symptoms. Parents provided self-reports of supportive-positive and harsh-negative parenting behaviors. Structural equation modeling indicated that supportive-positive and harsh-negative parenting behaviors were nearly orthogonal dimensions of parenting and both related to children's depressive symptoms. Supportive-positive parenting behaviors did not moderate the relation between harsh-negative parenting behaviors and children's depressive symptoms. Results have implications for family intervention and prevention strategies.