Child fear reactivity and sex as moderators of links between parenting and preschool behavior problems

2015 ◽  
Vol 27 (4pt1) ◽  
pp. 1179-1190 ◽  
Author(s):  
Melissa A. Barnett ◽  
Laura V. Scaramella
Keyword(s):  
Behavior Problems ◽  
Social Adjustment ◽  
Low Income ◽  
Fixed Effects ◽  
Preventive Intervention ◽  
Individual Characteristics ◽  
Negative Parenting ◽  
Supportive Parenting ◽  
Low Income Families ◽  
Fear Reactivity

AbstractReduced supportive parenting and elevated negative parenting behaviors increase risks for maladaptive social adjustment during early childhood (e.g., Campbell, Shaw, & Gilliom, 2000). However, the magnitude of these risks may vary according to children's individual characteristics, such as sex and temperament. The current study examines whether children's sex and fear reactivity moderate the associations between mothers’ observed parenting and children's behavior problems 1 year later. The sample consists of 151 predominantly African American, low-income families with one sibling who is approximately 2 years old and the closest aged older sibling who is approximately 4 years old. Results from fixed-effects within-family models indicate that fear distress (i.e., fearfulness) moderated associations between mothers’ observed negative parenting and children's increased behavior problems, such that only those children with mean or higher observed fear distress scores showed increased behavior problems when exposed to mother's negative parenting. Child sex moderated associations between fear approach reactivity (i.e., fearlessness) and mothers’ observed supportive parenting. Specifically, low fear approach combined with supportive parenting was associated with fewer behavior problems for boys only. Implications of these findings for preventive intervention are discussed.

Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities

2020 ◽  
pp. 016502542093563 ◽  
Author(s):  
Qinxin Shi ◽  
Idean Ettekal ◽  
Jeffrey Liew ◽  
Steven Woltering
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Prosocial Behavior ◽  
Low Income ◽  
Developmental Trajectories ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Individual Characteristics ◽  
Risk And Resilience ◽  
Stable Class

The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher–child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher–child warmth, higher teacher–child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher–child warmth served as common protective antecedents. Interestingly, teacher–child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

Chronic Family Adversity and Early Child Behavior Problems: A Longitudinal Study of Low Income Families

1994 ◽  
Vol 35 (6) ◽  
pp. 1109-1122 ◽  
Author(s):  
Daniel S. Shaw ◽  
Joan I. Vondra ◽  
Katherine Dowdell Hommerding ◽  
Kate Keenan ◽  
Marija Dunn
Keyword(s):  
Longitudinal Study ◽  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Child Behavior Problems ◽  
Family Adversity ◽  
Early Child ◽  
Low Income Families

Mothers' Economic Hardship and Behavior Problems in Their Early Adolescents

2008 ◽  
Vol 30 (4) ◽  
pp. 511-531 ◽  
Author(s):  
Ginger Lockhart Burrell ◽  
Mark W. Roosa
Keyword(s):  
Behavior Problems ◽  
Problem Behaviors ◽  
Low Income ◽  
Economic Hardship ◽  
Stress Process ◽  
Adolescent Problem Behavior ◽  
Contextual Theory ◽  
Low Income Families ◽  
Multiple Domains ◽  
And Behavior

Concerns about the heightened prevalence of behavior problems among adolescents from low-income families have prompted researchers to understand processes through which economic variables influence functioning within multiple domains. Guided by a stress process framework and social contextual theory, this study examines processes linking perceived economic hardship and adolescent problem behavior in a sample of urban families. It hypothesizes that stress process variables experienced by mothers contribute to adolescents' functioning within the family, academic, and peer domains, which ultimately predict behavior problems. Results show a good fit of the models to the data, suggesting that the integration of stress process and social contextual approaches may be of particular use for scholars interested in understanding economic influences on adolescent problem behaviors.

Characteristics of resilient youths living in poverty: The role of self-regulatory processes

2003 ◽  
Vol 15 (1) ◽  
pp. 139-162 ◽  
Author(s):  
JOHN C. BUCKNER ◽  
ENRICO MEZZACAPPA ◽  
WILLIAM R. BEARDSLEE
Keyword(s):  
Low Income ◽  
Parental Monitoring ◽  
Preventive Intervention ◽  
Self Regulation ◽  
Well Being ◽  
Explanatory Variables ◽  
Regulatory Processes ◽  
Monitoring Study ◽  
Low Income Families

As part of a larger investigation of very low income families, this study examined the characteristics that differentiated resilient from nonresilient school-age youths, with a focus on self-regulation (e.g., executive function, emotion regulation) skills. Resilience was operationally defined in a robust and comprehensive manner using well-established instruments that measured children's emotional well-being and mental health. Controlling for other explanatory variables, including differences in the experience of negative life events and chronic strains, resilient youths were notably different from nonresilient youths in terms of having greater self-regulatory skills and self-esteem, as well as in receiving more active parental monitoring. Study findings are discussed with regard to the theoretical framework of self-regulation and their implications for preventive intervention.

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