Objectives. The aim of the study was to test the theoretical model assuming that parental indifference arises as a result of the parent experiencing stress in the relationship with their child. Therefore, we tested the model describing the relations among the variables of: (a) parent’s experience of stress in the relationship with their child, (b) formation of a negative mental representation of the child in the parent’s mind, (c) indifference toward the child, and (d) withdrawal of the parent from the relationship with their child. Subsequently, it was tested whether parental indifference was related to the development of emotional and social competences, as well as school readiness of children.
Method. The first study was carried out on a sample of 154 parents of preschool-age children (3 to 6 years old). The sample included 85 parents of boys and 69 parents of girls. The second study was conducted on 80 children between 6 and 10 years of age who were attending school and on their parents. Analyses were performed using the system of structural equations, data mining algorithms and the artificial neural network.
Results. The results demonstrated that the model fits the data accurately and the relations between the variables ranged from moderate to high. Parents with the highest level of withdrawal from the relationship with their child and of indifference were characterized primarily by negative mental representation of their child.
Conclusions. Based on the variables described in the model, it is possible to predict at a good level the degree of parental withdrawal from the relationship with their child. Parental indifference is associated with the child’s lower performance in the development of emotional and social competences, as well as school readiness