ERIC Number: EJ859976
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: 0
Interactions between Maternal Parenting and Children's Early Disruptive Behavior: Bidirectional Associations across the Transition from Preschool to School Entry
Combs-Ronto, Lindsey A.; Olson, Sheryl L.; Lunkenheimer, Erika S.; Sameroff, Arnold J.
Journal of Abnormal Child Psychology, v37 n8 p1151-1163 Nov 2009
This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association between early maternal negativity and child disruptive behaviors across this important developmental transition and 2) examine whether there would be different patterns of associations for boys and girls. Participants were 235 children (111 girls; T1; M = 37.7 months, T2; M = 63.4 months) and their mothers and teachers. Observational and multi-informant ratings of child disruptive behavior showed differential patterns of stability and associations with measures of parenting risk. Results indicated bidirectional and interactive contributions of externalizing behavior and negative parenting across time. Results also indicated that risk mechanisms operate similarly for both sexes. Findings support transactional models of disruptive child behavior that highlight the joint contributions of parents and children.
Descriptors: Behavior Problems, Child Rearing, Child Behavior, Parenting Styles, Preschool Children, Correlation, Negative Attitudes, Developmental Stages, Gender Differences, Teacher Attitudes, Mothers, Parent Attitudes, At Risk Students
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A