dc.contributor.author | Zarra-Nezhad, Maryam | |
dc.contributor.author | Kiuru, Noona | |
dc.contributor.author | Aunola, Kaisa | |
dc.contributor.author | Zarra-Nezhad, Mansour | |
dc.contributor.author | Ahonen, Timo | |
dc.contributor.author | Poikkeus, Anna-Maija | |
dc.contributor.author | Lerkkanen, Marja-Kristiina | |
dc.contributor.author | Nurmi, Jari-Erik | |
dc.date.accessioned | 2014-11-05T08:26:08Z | |
dc.date.available | 2016-05-15T21:45:04Z | |
dc.date.issued | 2014 | |
dc.identifier.citation | Zarra-Nezhad, M., Kiuru, N., Aunola, K., Zarra-Nezhad, M., Ahonen, T., Poikkeus, A.-M., Lerkkanen, M.-K., & Nurmi, J.-E. (2014). Social withdrawal in children moderates the association between parenting styles and the children’s own socioemotional development. <i>Journal of Child Psychology and Psychiatry</i>, <i>55</i>(11), 1260-1269. <a href="https://doi.org/10.1111/jcpp.12251" target="_blank">https://doi.org/10.1111/jcpp.12251</a> | |
dc.identifier.other | CONVID_23917323 | |
dc.identifier.other | TUTKAID_63278 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/44529 | |
dc.description.abstract | Background: Social withdrawal in early childhood is a risk factor for later socioemotional difficulties.
This study examined the joint effects of children’s social withdrawal and mothers’ and fathers’ parenting
styles on children’s socioemotional development. Based on diatheses-stress, vantage sensitivity, and
differential susceptibility models, socially withdrawn children were assumed to be more prone to parental
influences than others. Methods: Teachers rated 314 children on prosocial skills, and internalizing and
externalizing behaviors at three points in time between grades 1–3. Mothers (n = 279) and fathers (n =
182) filled in questionnaires measuring their affection, and their behavioral and psychological control at
the same points in time. Teacher reports on children’s level of social withdrawal were obtained at the end
of kindergarten. Results: Panel analysis showed that particularly those children who showed signs of
social withdrawal were vulnerable to the negative effects of low maternal affection in terms of
externalizing behavior. Moreover, among these children, mothers’ and fathers’ psychological control
predicted high levels of internalizing problem but, at the same time, mothers’ psychological control
predicted also a high level of prosocial behavior and low levels of externalizing problem. Conclusions:
The results supported the diathesis–stress model more than the differential susceptibility model. For
example, socially withdrawn children were found to be particularly vulnerable to the negative effects of
low maternal affection. Although maternal psychological control had positive effects on the prosocial
skills of socially withdrawn children, and reduced the amount of externalizing problems, it was at the
same time associated with an increase in their internalizing problems. In this way, socially withdrawn
children seem to be at risk of pleasing their mothers at the cost of their own well-being. | fi |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Wiley-Blackwell; The Association for Child and Adolescent Mental Health | |
dc.relation.ispartofseries | Journal of Child Psychology and Psychiatry | |
dc.rights | In Copyright | |
dc.subject.other | parenting styles | |
dc.subject.other | socioemotional development | |
dc.subject.other | social withdrawal | |
dc.subject.other | prosocial skills | |
dc.subject.other | problem behavior | |
dc.subject.other | diathesis–stress model | |
dc.subject.other | differential susceptibility model | |
dc.title | Social withdrawal in children moderates the association between parenting styles and the children’s own socioemotional development | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201410303144 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Psykologian laitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.contributor.laitos | Department of Psychology | en |
dc.contributor.oppiaine | Esi- ja alkuopetus | fi |
dc.contributor.oppiaine | Psykologia | fi |
dc.contributor.oppiaine | Pre- and Early Childhood Education | en |
dc.contributor.oppiaine | Psychology | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2014-10-30T04:30:04Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 1260–1269 | |
dc.relation.issn | 0021-9630 | |
dc.relation.numberinseries | 11 | |
dc.relation.volume | 55 | |
dc.type.version | acceptedVersion | |
dc.rights.copyright | © Wiley-Blackwell. This is a final draft version of an article whose final and definitive form has been published by Wiley-Blackwell. | |
dc.rights.accesslevel | openAccess | |
dc.format.content | fulltext | |
dc.rights.url | https://rightsstatements.org/page/InC/1.0/ | |
dc.relation.doi | 10.1111/jcpp.12251 | |
dc.type.okm | A1 | |