The impact of children’s socioemotional development on parenting styles : the moderating effect of social withdrawal
Zarra-Nezhad, M., Viljaranta, J., Sajaniemi, N., Aunola, K., & Lerkkanen, M.-K. (2020). The impact of children’s socioemotional development on parenting styles : the moderating effect of social withdrawal. Early Child Development and Care, Early online. https://doi.org/10.1080/03004430.2020.1835879
Published inEarly Child Development and Care
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This study focused on associations between children’s socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children’s social withdrawal (as a temperamental characteristic) in these associations. Children’s socioemotional development (n = 314) were rated by teachers at three-time points (grades 1–3). Parents completed questionnaires measuring their parenting styles at the same three-time points. The level of social withdrawal was obtained at the end of kindergarten from teachers’ reports. Panel analysis showed that prosocial behaviour was associated with a higher level of affection, while externalizing problems were associated with a higher level of behavioural control. Among children with a high level of social withdrawal, prosocial behaviour predicted high maternal psychological control, while internalizing problems predicted high paternal psychological control. However, among children with a low level of social withdrawal, socioemotional development had no impact on parenting styles. ...
PublisherTaylor & Francis
vanhemmuuden tyylit prosocial behaviour internalizing problems externalizing problems parenting styles social withdrawal sosiaalinen käyttäytyminen sosiaalinen kehitys vanhemmat prososiaalisuus vetäytyminen (psykologia) kontrolli vuorovaikutus vanhemmuus sosioemotionaaliset taidot lapset (ikäryhmät) kiintymys
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThis study was supported by a grant from the Academy of Finland for the Finnish Centre of Excellence in Learning and Motivation Research [grant number 213486] to Marja-Kristiina Lerkkanen [grant number 268586], and grants from the Academy of Finland to Maryam Zarra-Nezhad [grant number 330960] and Jaana Viljaranta [grant number 316852]. The authors have declared that they have no competing or potential conﬂicts of interest. ...
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