Perceived Stepparent-Child Relationship Quality: A Systematic Review

Background and Purpose: Systematic reviews can help social work researchers collect, synthesize, and organize information relevant to clinical practice and the development of intervention programs. More specifically, systematic reviews can identify specific factors linked to an outcome targeted for change in clinical or interventional settings. The focus of this review was on predictors of stepparent-child relationship quality from the perspective of stepchildren. The attainment of mutually satisfying stepparent-child relationships is a key element of stepfamily stability, yet the stepfamily literature and current intervention programs generally overlook factors that promote satisfaction within this relationship as perceived by stepchildren. Thus, the purpose of this systematic review was to synthesize recent research (i.e., from 2000 to present) examining predictors/correlates of stepparent-child relationship quality from the viewpoint of stepchildren in the United States.  

Methods: Best practices for the conduct of systematic reviews as outlined by Littell, Corcoran, and Pillai (2008), Cooper (2010), and AMSTAR and PRISMA guidelines were followed. Five databases (PsycINFO, Social Work Abstracts, Families & Society Studies Worldwide via EBSCO host, and Sociological Abstracts, and Social Services Abstracts via ProQuest) were searched (from 2000 onward) with the assistance of a university social science reference librarian, resulting in 631 potentially relevant studies for review. Manual searches of Journal of Marriage and Family, Family Relations, and Journal of Family Issues were also conducted (from 2000 onward). Screening and eligibility assessment based on a priori inclusion criteria led to a final sample of 23 studies, including published studies and those found in the “grey” literature. Pilot-tested coding sheets were used to extract relevant data from all included studies.

Results: Significant predictors/correlates associated with stepchildren’s perceptions of the quality of the stepparent-child relationship were grouped into the following conceptual domains (in order of prevalence): individual characteristics, family characteristics, features of (step) parent-child interactions, and step-couple dynamics. Factors positively associated with stepparent-child relationship quality were stepchild connection-seeking, stepparent affection and support, a sense of cohesion, flexible boundary management and adaptation, close ties between children and their resident biological parent, and low levels of stepcouple conflict. Factors negatively associated with stepparent-child relationship quality were verbal aggression between stepfamily members, authoritarian stepparenting, stepchildren being older vs. younger, stepfamily attempts to force relationship development, and frequent conflict between parents and stepparents.

Conclusions and Implications: Given the rich data available from the standpoint of stepchildren, theories guiding the development of future stepfamily programs or interventions should incorporate findings summarized in this review. Clinicians and intervention programs should help stepfamilies forge and maintain solid parent-child bonds, harmonious step-couple relationships, patterns of positive communication, realistic expectations, and other helpful dynamics. Systematic reviews of this nature inform clinical practice and intervention development and could have positive effects across a range of intervention development areas.