Reciprocal Relations Between Harsh Discipline and Children's Externalizing Behavior in China: A 5-Year Longitudinal Study

2017 ◽  
Vol 89 (1) ◽  
pp. 174-187 ◽  
Author(s):  
Meifang Wang ◽  
Li Liu
Keyword(s):  
Longitudinal Study ◽  
Externalizing Behavior ◽  
Harsh Discipline ◽  
Reciprocal Relations

Relations between child self-control, maternal relational frustration, and teacher–child conflict: a longitudinal study with children from dual-earner families

2020 ◽  
pp. 1-14
Author(s):  
Tiago Ferreira ◽  
Joana Cadima ◽  
Marisa Matias ◽  
Teresa Leal ◽  
Paula Mena Matos
Keyword(s):  
Longitudinal Study ◽  
Family Conflict ◽  
Self Control ◽  
Work Family Conflict ◽  
Reciprocal Relations ◽  
Panel Model ◽  
Dual Earner ◽  
Work Family ◽  
Over Time

Abstract This longitudinal study follows children from dual-earner families in 4 time-points, covering the early childhood period. We examined the influence of work–family conflict (WFC) on maternal relational frustration (RF) towards the child, and investigated the reciprocal relations among maternal RF, children's self-control (SC), and teacher–child (TC) conflict over time. Participants were 214 children (97 girls; M age = 4.00 years), their mothers, and teachers. Mothers reported their own WFC and RF, whereas teachers reported child SC and T-C conflict. Results from a cross-lagged panel model indicated the experience of WFC positively predicted maternal RF. Maternal RF and T-C conflict were negatively related to the child later SC abilities. Conversely, children who displayed SC difficulties were more likely to experience later maternal RF and T-C conflict. There was evidence supporting the bidirectional effects of child SC and T-C conflict across time. Moreover, maternal RF and T-C conflict were indirectly linked, via child SC. The findings are consistent with a transactional view of development, stressing the importance of contextual factors to the quality of caregiving relationships and highlighting the complex and reciprocal relations between child regulatory competence and the quality of relationships with distinct caregivers.

Reciprocal relations between self-critical perfectionism and depressive symptoms: Evidence from a short-term, four-wave longitudinal study.

2012 ◽  
Vol 44 (3) ◽  
pp. 169-181 ◽  
Author(s):  
Daniel S. McGrath ◽  
Simon B. Sherry ◽  
Sherry H. Stewart ◽  
Aislin R. Mushquash ◽  
Stephanie L. Allen ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Longitudinal Study ◽  
Short Term ◽  
Reciprocal Relations

The Relation between Mothers' Hostile Attribution Tendencies and Children's Externalizing Behavior Problems: The Mediating Role of Mothers' Harsh Discipline Practices

1999 ◽  
Vol 70 (4) ◽  
pp. 896-909 ◽  
Author(s):  
Robert L. Nix ◽  
Ellen E. Pinderhughes ◽  
Kenneth A. Dodge ◽  
John E. Bates ◽  
Gregory S. Pettit ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Externalizing Behavior Problems ◽  
Harsh Discipline ◽  
Hostile Attribution ◽  
Mediating Role ◽  
Discipline Practices

Personality development from childhood to adolescence: A longitudinal study of ego-control and ego-resiliency in Sweden

2006 ◽  
Vol 30 (4) ◽  
pp. 338-343 ◽  
Author(s):  
Susan S. Chuang ◽  
Michael E. Lamb ◽  
C. Philip Hwang
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Behavior Problems ◽  
External Validity ◽  
Externalizing Behavior ◽  
Personality Development ◽  
Children First ◽  
Internalizing And Externalizing ◽  
Over Time ◽  
Ego Resiliency

We investigated the development of ego-control (EC) and ego-resiliency (ER) over a 13-year period in a cohort of Swedish children first assessed at 2 years of age. Children became more ego-controlled over time although individual differences in EC remained stable. Children’s levels of resiliency increased from 2 to 3 years of age and then declined when they were 7 and 8 years of age. Boys continued to become less resilient in adolescence whereas girls became more resilient. Individual differences in boys’ resiliency levels were more stable over the 13-year span than girls’. The inter-correlations between EC and ER were only significant for boys at 2 and 15 years of age. The external validity of EC and ER was demonstrated by significant associations with ratings of the children’s adaptation to school as well as with their measures of their internalizing and externalizing behavior problems.

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