1. Analyzing diary data: Multilevel approach Asko Tolvanen & Kaisa Aunola Methodology Center for Human Science& Department of Psychology University of Jyväskylä

2. From a quantitative point of view, the use of diary design provides a possibility to: (a)Obtain reliable person-level information (b)Obtain estimates of within-person change over time, as well as individual differences in such change (c)Conduct a causal analysis of within-person changes and individual differences in these changes Bolger, Davis, & Rafaeli, 2003

3. You may, for example, be interested in to investigate not only individual level processes (i.e., individual differences) but also day level (i.e., within individual differences, for example, from day-to-day) processes, and cross-level interactions… Different processes may be going on at different levels.

4. For example, At the person-level => positive correlation between parental affection and guilt-inducing parenting (those typically showing high affection, also typically use quilt-inducing in child rearing) At the day-level => negative correlation between parental affection and guilt-inducing parenting (on the days parents show high affection, they don’t use guilt-inducing, and vice versa, i.e. they do not use these two types of parenting simultaneously) Cross-level interaction: e.g., there are indivdiual differences in the processes going on at the day level

5. Multilevel modeling is a feasible tool to analyze both a) between-person differences and b) within-person changes … as well as interpersonal differences in these within-person changes

6. The term ”multilevel” refers to a hierarchical or nested data structure = cluster sampling

7. Nested means that the data includes different levels: - family members nested within families - pupils nested within schools - spouses nested within couples - time-points nested within individuals - etc. Observations nested within a certain cluster share something which makes them more or less similar with each other.

8. Family 1 Mother 1Father 1 Child 1 Family 2 Mother 2Father 2 Child A 2Child B 2 Family 3 Mother 3 Child A3 Child B3

9. Individual 1 Mon Tue Wed MonTue WedThu Tue Wed Thu Individual 2 Individual 3’Clusters’ The variation in measured variables is due to a)individual differences AND b)differences within individuals, i.e. differences between days

10. Multilevel modeling is used when the data have been obtained by cluster sampling (i.e., nested design) … to avoid biases in parameter estimates, standard errors, and tests of model fit (if clustering is not taking account, s.e.’s are too small and, thus, t-values are too big) … to learn about both within- and between- cluster relationships. Muthén & Muthén, 2004

11. Technically… … the variation of variables are divided into two parts (1) Between-level variance (2) Within-level variance … there may also be variables that have variation only at the between-level or only at the within-level. => two separate covariance-matrixes, one for each level

12. Parental Affection between Guilt- inducing between Parental Affection within Guilt- inducing within Between-level (e.g., between individuals) Within-level (e.g., within-individuals; between timepoints or days) Parental Affection Guilt- inducing parenting R =.20 R = -.20

13. Psychological Control in Daily Parent–Child Interactions Increases Children’s Negative Emotions Journal of Family Psychology (2013) Kaisa Aunola, Asko Tolvanen, Jaana Viljaranta, & Jari-Erik Nurmi

14. Aims The aim of the study was to examine the daily dynamics between parental behaviors, i.e., affection and psychological control, and children’s negative emotions: Negative emotions Psychological control / Affection BETWEEN-PERSON LEVEL Psychological control / Affection Negative emotions t-1t WITHIN-PERSON LEVEL

15. Participants and Procedure LIGHT-data (150 mothers, 115 fathers, 150 children (Grade 1)) Daily diary across one week period for mothers and fathers during the Autumn term of Grade 1 – Negative daily emotions (8 items); Within-level alphas.72-.78 – Psychological control (5 items) and affection (4 items) in daily parenting; Within-level alphas.67-.73

16. Results Negative emotions / mother report Negative emotions / father report Psychological contol / mother Psychological control/ father Affection / mother Affection / father.40.41.42.43.58.56 Children’s negative emotions and mothers’ and fathers’ psychological control varied more between days than between persons, whereas mothers’ and fathers’ affection varied more between persons than between days. Intraclass correlations (ICC) were first calculated to determine what proportion of the variance in the observed variables is due to the differences between individuals (between-person variation) and what is due to differences experienced by each individual on different days (within-person variation): ICC Intraclass correlation (ICC): Between-cluster variability relative to total variation, i.e. intra-class homogeneity

17. An example of daily variation in parenting Avarage value of affection (across days) Avarage value of psychological control (across days)

18. Mothers’ reports Fathers’ reports.56.55 Mothers’ reports Fathers’ reports.53.52 WITHIN-PERSON LEVEL Negative emotions Psychological control BETWEEN-PERSON LEVEL Psychological control Mothers’ report Fathers’ report.78.70 Negative emotions -.07*.06* -.08***.06***.53***.59* **.68*** Figure 1. Multilevel prospective change model for mothers’ psychological control and children’s negative emotions. t-1t

19. Mothers’ reports Fathers’ reports.53.57 Mothers’ reports Fathers’ reports.49.53 WITHIN-PERSON LEVEL Negative emotions Psychological control BETWEEN-PERSON LEVEL Psychological control Mothers’ reports Fathers’ reports.76.77 Negative emotions -.17***.27*** -.25***.04.43***.46***.77*** Figure 2. Multilevel prospective change model for fathers’ psychological control and children’s negative emotions. tt-1

20. Conclusions Mothers’ and fathers’ psychological control in daily interactions increased the negative emotions in their children. In contrast, children’s negative emotions during a given day predicted decreased parental psychological control for the next day. The positive relation of psychological control to children’s subsequent negative emotions was significantly stronger when exerted by fathers than when applied by mothers

21. Emotion transmission within the family: Child’s temperament as a moderator (manuscript under preparation) Suvi Kaila, Asko Tolvanen & Kaisa Aunola

22. Research questions (1) What kind of week trend do parents’ and children’s emotions show? (2) To what extent parents’ positive and negative emotions are transferred to their children in daily interaction? (3) To what extent children’s positive and negative emotions are transferred to their parents in daily interaction? (4) Does children’s temperament impact on emotion transmission in the family? 4a. Are children with certain temperament characteristics more prone to receive their parents’ emotions than others? For example, does child’s ’easy’ temperament function as a protective factor against receiving negative emotions from parents? 4b. Are parents more prone to receive emotions from children with certain temperament characteristics?

23. Week trends in emotions

25. Transmission of daily emotions

26. WITHIN (variation within individual; i.e., from day-to-day variation) TUNNE S1 Child’s negative emotions BETWEEN (variation between individuals) Child’s negative emotionality (temperament) S1 / S2 Father’s negative emotions Focus is in the mean and variance of the regression coefficients S1 and S2. TUNNE Child’s negative emotions TUNNE Child’s negative emotions Father’s negative emotions t-1t S2

27. Results At the level of the whole sample, no statistically significant transmission of emotions was found However, there were statistically significant (p <.05) variation in emotion transmission: – From mothers’ negative emotions to children’s negative emotions – From fathers’ negative emotions to children’s negative emotions – From mothers’ positive emotions to children’s positive emotions In each case, child’s negative emotionality functioned as a moderator

28. WITHIN (variation within individual; i.e., from day-to-day variation) TUNNE S Child’s negative emotions BETWEEN (variation between individuals) Child’s negative emotionality (temperament) S Mother’s negative emotions.09(.06) -.04(.04) Var (S) =.014(.005)**.10(.04)** The higher the level of child’s negative emotionality, the more strongly mothers’s negative emotions are transmitted to the child, i.e. children with negative emotionality are more prone to receive negative emotions than others from their mothers? Mean(S) = -.00(-.03), p ns TUNNE Child’s negative emotions TUNNE Child’s negative emotions Mother’s negative emotions.16(.05)**.08(.08).06(.01)*** Mother’s negative emotions -.09(.05)* t-1 t.04(.01)***

29. WITHIN (variation within individual; i.e., from day-to-day variation) TUNNE S Child’s negative emotions BETWEEN (variation between individuals) Child’s negative emotionality (temperament) S Father’s negative emotions.07 ns -.07ns Var (S) =.011(.004), p <.05.09(.03)*** The higher the level of child’s negative emotionality, the more strongly father’s negative emotions are transmitted to the child, i.e. children with negative emotionality are more prone to receive negative emotions than others from their fathers? Mean(S) =.08, p ns TUNNE Child’s negative emotions TUNNE Child’s negative emotions Father’s negative emotions

30. Father’s negative emotions on the given day -1SD +1SD Child’s negative emotions on the following day

31. Thank you!