scholarly journals Children’s Temperament: A Bridge between Mothers’ Parenting and Aggression

2020 ◽  
Vol 17 (17) ◽  
pp. 6382
Author(s):  
Miguel A. Carrasco ◽  
Begoña Delgado ◽  
Francisco Pablo Holgado-Tello
Keyword(s):  
Early Childhood ◽  
Negative Affect ◽  
Behavioral Problems ◽  
Effortful Control ◽  
Social Impact ◽  
Childhood Aggression ◽  
Parent Child Relationship ◽  
Maternal Behaviors ◽  
Children's Behavior

Childhood aggression is important to acknowledge due to its social impact and importance in predicting future problems. The temperament of a child and parental socialization have been essential in explaining behavioral problems, particularly in the case of childhood aggression. The aim of this study is to examine—from the parents’ perspective—the role of childhood temperament in the dynamic by which mothers’ reactions socialize their children’s aggression. We also explore how children’s gender and age differences affect these relationships. The sample was composed of 904 participants between 1 and 6 years old. The Early Childhood Behavior Questionnaire and the Children’s Behavior Questionnaire were used to evaluate children’s negative affect and effortful control. The Parent–Child Relationship Inventory Maternal was used to assess maternal communication and discipline, and child aggression was assessed using the Children’s Behavior Checklist. The results supported the mediating role of temperament in the processes by which perceived mothers’ reactions socialize their children’s aggression and suggested that maternal behaviors may not have the same consequences for girls and boys. Specifically, the aggressiveness of girls is dependent on a negative affect throughout toddlerhood and early childhood, while for boys, the duration of the negative affect’s contribution is shorter, and aggressiveness is more sensitive to the maternal behaviors of discipline and communication.

scholarly journals Attention bias to reward predicts behavioral problems and moderates early risk to externalizing and attention problems

2019 ◽  
Vol 32 (2) ◽  
pp. 397-409 ◽  
Author(s):  
Santiago Morales ◽  
Natalie V. Miller ◽  
Sonya V. Troller-Renfree ◽  
Lauren K. White ◽  
Kathryn A. Degnan ◽  
...  
Keyword(s):  
Risk Factors ◽  
Behavioral Problems ◽  
Effortful Control ◽  
Attention Bias ◽  
Attention Problems ◽  
Behavioral Measures ◽  
Early Risk ◽  
Early Risk Factors ◽  
Reward Bias

AbstractThe current study had three goals. First, we replicated recent evidence that suggests a concurrent relation between attention bias to reward and externalizing and attention problems at age 7. Second, we extended these findings by examining the relations between attention and behavioral measures of early exuberance (3 years), early effortful control (4 years), and concurrent effortful control (7 years), as well as later behavioral problems (9 years). Third, we evaluated the role of attention to reward in the longitudinal pathways between early exuberance and early effortful control to predict externalizing and attention problems. Results revealed that attention bias to reward was associated concurrently and longitudinally with behavioral problems. Moreover, greater reward bias was concurrently associated with lower levels of parent-reported effortful control. Finally, attention bias to reward moderated the longitudinal relations between early risk factors for behavioral problems (gender, exuberance, and effortful control) and later externalizing and attention problems, such that these early risk factors were most predictive of behavioral problems for males with a large attention bias to reward. These findings suggest that attention bias to reward may act as a moderator of early risk, aiding the identification of children at the highest risk for later behavioral problems.

Temperament and Behavioral Problems in Young Children: the Protective Role of Extraversion and Effortful Control

2018 ◽  
Vol 27 (10) ◽  
pp. 3232-3240 ◽  
Author(s):  
Begoña Delgado ◽  
Miguel A. Carrasco ◽  
Paloma González-Peña ◽  
Francisco P. Holgado-Tello
Keyword(s):  
Young Children ◽  
Behavioral Problems ◽  
Effortful Control ◽  
Protective Role

scholarly journals Parenting and the development of effortful control from early childhood to early adolescence: A transactional developmental model

2016 ◽  
Vol 28 (3) ◽  
pp. 837-853 ◽  
Author(s):  
Stacey S. Tiberio ◽  
Deborah M. Capaldi ◽  
David C. R. Kerr ◽  
Maria Bertrand ◽  
Katherine C. Pears ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Effortful Control ◽  
Systems Approach ◽  
Developmental Model ◽  
Bidirectional Association ◽  
Child Effortful Control ◽  
Bidirectional Effects

AbstractPoor effortful control is a key temperamental factor underlying behavioral problems. The bidirectional association of child effortful control with both positive parenting and negative discipline was examined from ages approximately 3 to 13–14 years, involving five time points, and using data from parents and children in the Oregon Youth Study—Three Generational Study (N= 318 children from 150 families). Based on a dynamic developmental systems approach, it was hypothesized that there would be concurrent associations between parenting and child effortful control and bidirectional effects across time from each aspect of parenting to effortful control and from effortful control to each aspect of parenting. It was also hypothesized that associations would be more robust in early childhood, from ages 3 to 7 years, and would diminish as indicated by significantly weaker effects at the older ages, 11–12 to 13–14 years. Longitudinal feedback or mediated effects were also tested. The findings supported (a) stability in each construct over multiple developmental periods; (b) concurrent associations, which were significantly weaker at the older ages; (c) bidirectional effects, consistent with the interpretation that at younger ages children's effortful control influenced parenting, whereas at older child ages, parenting influenced effortful control; and (d) a transactional effect, such that maternal parenting in late childhood was a mechanism explaining children's development of effortful control from middle childhood to early adolescence.

scholarly journals The Effects of Soothing Techniques and Rough-and-Tumble Play on the Early Development of Temperament: A Longitudinal Study of Infants

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Atsuko Nakagawa ◽  
Masune Sukigara
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Negative Affect ◽  
Early Development ◽  
Effortful Control ◽  
Strong Relationship ◽  
Infant Behavior ◽  
Frequency Of Use ◽  
Novel Objects ◽  
Parental Ratings

A total of 189 infants (93 girls, 96 boys) were investigated longitudinally at ages 4, 8, 12, 18, and 24 months to examine the effects of soothing techniques (i.e., distracting infants by presenting novel objects) and rough-and-tumble play on the early development of temperament, particularly the emergence of Effortful Control. We used questionnaires to examine the frequency of use of soothing techniques and rough-and-tumble play. The Infant Behavior Questionnaire Revised (IBQ-R) and the Early Childhood Behavior Questionnaire (ECBQ) were used to assess temperament. A strong relationship was found between parental ratings of their infant's Orienting/Regulation and later Effortful Control. Caregivers’ use of distracting as a soothing technique during infancy was associated with higher Negative Affect in toddlers at 24 months. More surgent infants were involved in more rough-and-tumble play, with rough-and-tumble play frequencies positively correlated with surgency scores at 24 months.

scholarly journals The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253888
Author(s):  
Olivia Gasser-Haas ◽  
Fabio Sticca ◽  
Corina Wustmann Seiler
Keyword(s):  
Early Childhood ◽  
Depressive Symptoms ◽  
Regression Model ◽  
Behavioral Problems ◽  
Friendship Quality ◽  
Social Emotional ◽  
Peer Problems ◽  
Positive Dimension ◽  
Family Risks

The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms) in early childhood for positive (i.e., support and help) and negative (i.e., conflicts and betrayal) dimensions of friendship quality with their best friend in preadolescence. 293 children (47.9% female) aged 2–4, their parents and teachers participated in the study with three measurement occasions (T1; Mage = 2.81, T2; Mage = 3.76, T3; Mage = 9.69). The last measurement occasion was at the age of 9–11 years. Results of the longitudinal regression model showed that depressive symptoms in early childhood were associated with a lower positive dimension of friendship quality in preadolescence. In contrast, early anxious symptoms were related to a higher positive dimension of friendship quality six years later. Neither family risks, nor behavioral problems and peer problems in early childhood were linked to the positive dimension of friendship quality in preadolescence. No early predictors were found for the negative dimension of friendship quality. Possible reasons for the lack of associations are discussed. Findings suggest that children with early depressive symptoms at 3–5 years of age should be the targets of potential interventions to form high quality friendships in preadolescence. Possible interventions are mentioned.

scholarly journals Role of Parenting Style in Children’s Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan

2018 ◽  
Vol 16 (1) ◽  
pp. 21 ◽  
Author(s):  
Rikuya Hosokawa ◽  
Toshiki Katsura
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Parenting Style ◽  
Parenting Styles ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Family Characteristics ◽  
Child Rearing ◽  
Permissive Parenting

While ineffective discipline can be attributed to authoritarian and permissive parenting styles, little research has examined the role of gender in the association between parenting style and early childhood behavioral problems. Thus, this study aimed to clarify the effects of authoritarian and permissive parenting on children’s externalizing and internalizing behaviors during the preschool-to-elementary-school transition according to gender in Japan. A sample of 1668 Japanese children (853 boys and 815 girls) were followed longitudinally over one-year intervals, and assessed based on parenting styles (the Parenting Scale), children’s behavioral problems (the Strengths and Difficulties Questionnaire), and family characteristics. Multivariate analyses revealed that, when analyzed by gender, authoritarian discipline influenced externalizing problems in boys (β = 0.048, p = 0.047) and girls (β = 0.067, p = 0.023), while permissive discipline influenced externalizing problems in boys only (β = 0.049, p = 0.038). The results document the relationship between family processes and the development of disruptive behavior disorders in children. Support for parents employing such child-rearing styles in early childhood may be effective in reducing school maladjustment.

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