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1.
Objective. This paper aimed to examine the contributions of a second assessment time point of attachment security, along with assessments of maternal behavior (sensitivity and autonomy support), to the prediction of children’s behavior problems. Design. Maternal behavior and mother–child attachment were assessed in 73 mother–child dyads when children were between 15 months and 26 months old. Children’s internalizing and externalizing problems were reported by their teachers in kindergarten and first grade. Results. Each assessment time point of attachment security, as well as maternal behavior, explained comparable portions of the variance in children’s anxious/depressed behavior, jointly predicting more than three times the variance explained by either measure of attachment alone. Conclusion. Researchers should consider a multidimensional approach to the assessment of the quality of mother–child relationships, at least when attempting to explain the development of child internalizing problems.  相似文献   

2.
SYNOPSIS

Objective. This article examined two-wave longitudinal paths among maternal self-efficacy, maternal warmth, and early adolescents’ prosocial behavior. Design . Participants were 194 Italian mother/child dyads from 9–13 years at the first assessment and 12–15 years at the second assessment. Using a two-wave longitudinal design, the present study tested cross-lagged paths among maternal self-efficacy, warmth, and early adolescents’ prosocial behavior controlling for the stability of these variables and their concurrent associations. Results . Maternal warmth mediated the link between maternal self-efficacy and adolescents’ prosocial behavior, and bi-directional effects between maternal self-efficacy and maternal warmth were found. Conclusions . These findings support a parent-driven model in the promotion of prosocial behaviors across early adolescence and a general need to consider simultaneously parental cognitions (maternal self-efficacy) and actions (maternal warmth) in explaining adolescents’ prosocial behaviors. Implications for parenting program interventions are discussed.  相似文献   

3.
Research Findings: Minor illnesses, such as upper respiratory infections, stomachaches, and fevers, have been associated with children's decreased activity and increased irritability. This multi-method investigation of 110 day care–attending children examined whether experience with recurrent, minor illnesses and negative emotionality worked together to predict young children's social functioning. Minor illness experience was assessed via weekly health screenings conducted by nurses. Toddlers' negative emotionality and social behavior were assessed using mothers' and fathers' reports. The two dimensions of negative emotionality and minor illness experience operated in different ways to predict children's functioning. Toddlers rated as more temperamentally angry displayed less social competence, especially when they also experienced high proportions of minor illness. Temperamentally fearful children exhibited more externalizing problems when they experienced a higher frequency of illness, whereas fearfulness was not associated with externalizing problems for children who were not frequently ill. Practice or Policy: Children's frequent experience with minor illnesses combined with negative emotionality appears to place toddlers at a heightened risk for exhibiting behavior problems. These findings have implications for child and family well-being as well as interactions with child care providers and peers within child care settings. Interventions could be developed to target “at risk” children.  相似文献   

4.
A multimethod, multi-informant design was used to examine links among sociodemographic risk, family adversity, parenting quality, and child adjustment in families experiencing homelessness. Participants were 245 homeless parents (Mage = 31.0, 63.6% African American) and their 4- to 6-year-old children (48.6% male). Path analyses revealed unique associations by risk domain: Higher sociodemographic risk predicted more externalizing behavior and poorer teacher–child relationships, whereas higher family adversity predicted more internalizing behavior. Parenting quality was positively associated with peer acceptance and buffered effects of family adversity on internalizing symptoms, consistent with a protective effect. Parenting quality was associated with lower externalizing behavior only when sociodemographic risk was below the sample mean. Implications for research and practice are discussed.  相似文献   

5.
Current recommendations encourage parent–infant room sharing for the first 6 months of life. This longitudinal study (N = 193) is the first to examine long-term relations of early room sharing with three domains of child behavior: sleep, behavior problems, and prosocial behavior. Information on room sharing was collected daily for infants’ first 6 months. At ages 6, 7, and 8 years, outcomes were assessed with maternal and teacher questionnaires and behavioral observations. Early room sharing was not related to sleep problems or behavior problems. Additionally, more weeks of room sharing were positively related to higher maternal ratings of child sleep quality and more prosocial behavior. In conclusion, early room sharing appears to be related to positive, but not negative, behavior outcomes in middle childhood.  相似文献   

6.
This study tested whether maternal responsiveness moderated or mediated pathways from iron deficiency (ID) at 12–18 months to adolescent behavior problems. Participants were part of a large Chilean cohort (N = 933). Iron status was assessed at 12 and 18 months. Maternal responsiveness was assessed at 9 months and 5 years. Parents reported their child’s symptomology at 5 years, 10 years, and adolescence (11–17 years; M = 14.4). Structural equation modeling identified a previously unrecognized pathway by which child externalizing problems and negative maternal responsiveness at 5 years mediated associations between ID at 12–18 months and adolescent internalizing, externalizing, and social problems. Positive maternal responsiveness in infancy did not buffer those with ID anemia from developing 5-year internalizing problems.  相似文献   

7.
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.  相似文献   

8.
Objective. This study examined linkages between prenatal exposure to alcohol, current maternal alcohol use, child externalizing behavior, and maternal stress in a sample of 4- to 6-year-old children and their mothers. Design. Questionnaires, interviews, and behavioral observations were used to assess study variables in 42 mother - child dyads. Results. Current maternal alcohol use did not relate to children's behavior problems. However, children with higher levels of prenatal exposure to alcohol exhibited more externalizing behavior. In turn, higher levels of child externalizing behavior were associated with increased maternal stress. An alternative model, in which maternal stress was assumed to relate to less supportive mother - child interactions and higher levels of current maternal alcohol consumption, which in turn were expected to relate to higher rates of child externalizing behavior, did not fit the data. Conclusions. The impact of prenatal alcohol exposure likely extends to caregivers. Interventions must focus not only on affected individuals but also on their families, who may experience significant stress in trying to care for such individuals.  相似文献   

9.
Objective. To better understand the antecedents of fathers’ positive engagement and child externalizing behaviors, we examined the roles of maternal coparenting attitudes and fathers’ prenatal intuitive parenting behaviors in predicting fathers’ positive engagement and toddler externalizing behaviors. Design. One hundred and eighty-two dual-earner families residing in Columbus, Ohio, were recruited when parents were expecting their first child. They were followed across the transition to parenthood and assessed at the third trimester (Time 1), 3 months postpartum (Time 2), 9 months postpartum (Time 3), and when the child reached approximately 27 months of age (Time 4). Mothers reported their perceptions of their partners’ parenting competence (i.e., coparenting attitudes) and their children’s externalizing behaviors at Times 2 and 4, respectively. Fathers reported their own positive engagement at Times 2 and 3. Fathers’ intuitive parenting behaviors were observed at Time 1. Results. After controlling for fathers’ positive engagement at Time 2, maternal endorsement of fathers’ parenting competence positively predicted fathers’ positive engagement at Time 3, especially for fathers who displayed average or high levels of prenatal intuitive parenting behaviors. For families with fathers who displayed average or above-average intuitive parenting behaviors, maternal endorsement of fathers’ parenting competence was negatively associated with children’s externalizing behaviors through its positive association with fathers’ positive engagement. Conclusions. Maternal coparenting attitudes in conjunction with fathers’ prenatal intuitive parenting predicted toddler externalizing behaviors through their association with fathers’ positive engagement.  相似文献   

10.
Heavy parent digital technology use has been associated with suboptimal parent–child interactions, but no studies examine associations with child behavior. This study investigates whether parental problematic technology use is associated with technology‐based interruptions in parent–child interactions, termed “technoference,” and whether technoference is associated with child behavior problems. Parent reports from 170 U.S. families (child Mage = 3.04 years) and actor–partner interdependence modeling showed that maternal and paternal problematic digital technology use predicted greater technoference in mother–child and father–child interactions; then, maternal technoference predicted both mothers’ and fathers’ reports of child externalizing and internalizing behaviors. Results suggest that technological interruptions are associated with child problem behaviors, but directionality and transactional processes should be examined in future longitudinal studies.  相似文献   

11.
Associations between maternal reports of hours in child care and children's externalizing problems at 18 and 36 months of age were examined in a population‐based Norwegian sample (n = 75,271). Within a sociopolitical context of homogenously high‐quality child care, there was little evidence that high quantity of care causes externalizing problems. Using conventional approaches to handling selection bias and listwise deletion for substantial attrition in this sample, more hours in care predicted higher problem levels, yet with small effect sizes. The finding, however, was not robust to using multiple imputation for missing values. Moreover, when sibling and individual fixed‐effects models for handling selection bias were used, no relation between hours and problems was evident.  相似文献   

12.
The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.  相似文献   

13.
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

14.
Growing evidence suggests that child care instability is associated with child behavior problems, but existing studies confound different types of instability; use small, convenience samples; and/or control insufficiently for selection into child care arrangements. This study uses survey and calendar data from the Fragile Families and Child Well-Being Study to estimate the associations between three different types of child care instability—long-term instability, multiplicity, and the use of back-up arrangements—and children's internalizing, externalizing, and prosocial behaviors at age 3, controlling for a large number of child and family background characteristics. Long-term instability between birth and age 3, as measured in both the survey and calendar data, is associated with higher levels of externalizing behavior problems. Current multiplicity at age 3 (as measured by survey data) is associated with higher levels of both externalizing and internalizing behavior problems, but stable multiplicity over time (as measured using calendar data) is not. Finally, the use of back-up arrangements at age 3 is associated with higher levels of internalizing behaviors. We find no consistent differences in these results by the timing of instability, child gender, family income, or type of care.  相似文献   

15.
Prior research indicates that social behavior contributes to school achievement. The underlying mechanisms, however, have received little research attention to date. To investigate peer acceptance as mediating the influences of prosocial and antisocial behavior on school grades, this prospective study draws on 2387 ninth graders. All students in a class rated their peers in terms of prosocial and antisocial behavior, class teachers rated their students’ peer acceptance in class, and grades in German and mathematics were collected from students’ report cards. Prior report card grades, gender and socioeconomic status were controlled for. Structural equation modeling shows direct positive paths between prosocial behavior and both peer acceptance and grades; antisocial behavior negatively predicted both peer acceptance and grades. Prosocial behavior contributed to better grades via higher peer acceptance, whereas concerning antisocial behavior, the mediating effect was statistically not significant. Results are discussed with regard to their practical relevance and implications for future research.  相似文献   

16.
ABSTRACT

The study examined the links among maternal warmth and adolescents’ empathic concern, moral conviction and prosocial behaviors. Participants were 311 adolescents from a low-income community (M age = 16.10 years; range = 14–19 years; 58.7% girls; 82.7% white; 13.6% Latinx). The results demonstrated that maternal warmth was positively associated with adolescents’ empathic concern and moral conviction. Empathic concern was positively associated with three common forms of prosocial behaviors, and moral conviction was positively associated with four types of prosocial behaviors. Empathic concern and moral conviction also interacted to predict selfishly and selflessly motivated prosocial behaviors. Discussion will focus on the role of maternal warmth in fostering sociomoral tendencies.  相似文献   

17.
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

18.
This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students in 73 Head Start classrooms in which English was the only instructional language. Research Findings: Classroom concentration of Spanish speakers was not associated with Spanish-speaking DLLs’ year-end prosocial behavior. For problem behavior, there was a disordinal interaction between teacher social-emotional support and classroom concentration. In classrooms with higher teacher social-emotional support, the proportion of Spanish-speaking classmates was positively associated with Spanish-speaking children’s problem behaviors. In classrooms with lower teacher social-emotional support, the proportion of Spanish-speaking students per classroom was negatively associated with Spanish-speaking children’s problem behaviors. Practice or Policy: Findings highlight the value of shared-language peers in particular classroom contexts and have implications for DLL students’ preschool classroom placements.  相似文献   

19.
Research Findings: There is growing acknowledgment of the need for parenting interventions to address early-onset behavior and emotional concerns. Favorable child outcomes have been linked to parents’ responsiveness and positive expressiveness. Given the theoretical and empirical link between perceptions and actual behavior, Head Start mothers (n = 114) participated in an investigation to examine factors that may be associated with level of self-reported maternal expressiveness. Participants completed the Self-Expressiveness in the Family Questionnaire (Halberstadt, Cassidy, Stifter, Parke, & Fox, 1995). Analysis suggested that self-reported high negative expressiveness was linked with raising a preschooler with perceived internalizing and externalizing behaviors, high parenting stress, and obtaining a post–high school degree. A perceived view of being low in positive expressiveness, in contrast, correlated with different variables, including raising a preschooler with a diagnosed delay, not having any child receive specialized services, raising only 1 child, dropping out of high school, and not receiving behavior advice from Head Start staff. Practice or Policy: Implications for examining self-reported low positive and high negative expressiveness as separate constructs with possibly different intervention pathways are discussed.  相似文献   

20.
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a high global quality of teacher–child interactions was positively associated with improved children’s reading skills at the end of Grade 1. In addition, a teacher emphasis on comprehension and production skills was related to better reading skills via teacher–child interactions. Domain-specific analyses revealed that emotional support and classroom organization in particular were related to better reading skills. Practice or Policy: The present study adds to previous research by showing that children had better reading skills at the end of their 1st school year in classrooms in which the teachers were warm, responsive, and sensitive to children’s needs and provided well-planned activities, clear rules, and expectations for behavior.  相似文献   

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