Swipe om te navigeren naar een ander artikel
Sheryl Olson, Twila Tardif, Adam Grabell, and Daniel Kessler, Department of Psychology and Center for Human Growth and Development, University of Michigan. Alison Miller, Department of Public Health and Center for Human Growth and Development, University of Michigan. Barbara Felt, Department of Pediatrics and Center for Human Growth and Development, University of Michigan. Li Wang, Department of Psychology, Peking University, Beijing, China; Mayumi Karasawa, and Hidemi Hirabayashi, Tokyo Woman’s Christian University, Tokyo, Japan.
This research was supported by grant #0527475 from the National Science Foundation to Twila Tardif (PI). Japanese data collection was supported by grant-in aid for scientific research (C) #17530485, (B) #20330139 from Japan Society for the Promotion of Science. We are very grateful to the children, parents, teachers, and preschool administrators who participated, and to the many individuals who gave us invaluable help with data collection and coding: Tassie Hajal, Dana Richter, Liz Kelly, Jesse Wilkinson, Cristin Brophy, Emily Youra, Juli Harrison, Midori Kazama, Yoon Lee, Akiko Hayashi, Saori Kumasaka, Yukiko Ishii, Chika Nakamura, Sachiko Ohno, Hiromi Ikeda, and Keiko Yamaguchi.
Please address correspondence concerning to the first author at the following address: Department of Psychology, University of Michigan, 530 Church, Ann Arbor, MI 48109 firstname.lastname@example.org.
We examined associations between child inhibitory control, harsh parental discipline and externalizing problems in 120 4 year-old boys and girls in the US, China, and Japan. Individual differences in children’s inhibitory control abilities, assessed using behavioral tasks and maternal ratings, were related to child externalizing problems reported by mothers. As predicted, both child inhibitory control and maternal harsh discipline made significant contributions to child externalizing problems in all three countries. Across countries, child inhibitory control and maternal harsh discipline made significant independent contributions to early externalizing problems, suggesting an additive model of association. Our findings supported the cross-cultural generalizability of child inhibitory control and parental harsh punishment as key contributors to disruptive behavior in young children.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M., & Rescorla, L. A. (2000). Manual of ASEBA preschool forms and profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.
Ahadi, S. A., Rothbart, M. K., & Ye, R. M. (1993). Child temperament in the U. S. and China: Similarities and differences. European Journal of Personality, 7, 359–378. CrossRef
Bentler, P. M. (2006). EQS 6 structural equations program manual. Encino: Multivariate Software.
Bugental, D., & Grusec, J. (2006). Socialization processes. In N. Eisenberg, W. Damon, & R. Lerner (Eds.), Handbook of child psychology, Vol. 3: Social, emotional, and personality development (6th Ed., pp. 366–428). Hokoken, NJ: John Wiley and sons.
Chao, R. K., Taylor, R. D., Wang, M. C. (2000). Cultural explanations for the role of parenting in the school success of Asian-American children. In Resilience across contexts: Family, work, culture, and community (pp. 333–363). Lawrence Erlbaum Associates Publishers
Cheah, C. L., & Rubin, K. H. (2004). European American and Mainland Chinese mothers’ responses to aggression and social withdrawal in preschoolers. International Journal of Behavioral Development, 28, 83–94. CrossRef
Chen, X., Rubin, K. H., Liu, M., Chen, H., Wang, L., Li, D., et al. (2003). Compliance in Chinese and Canadian toddlers: A cross-cultural study. International Journal of Behavioral Development, 27(5), 428–436. CrossRef
Chen, X., Wang, L., Chen, H., & Liu, M. (2002). Noncompliance and child-rearing attitudes as predictors of aggressive behavior: A longitudinal study in Chinese children. International Journal of Behavioral Development, 26(3), 225–233. CrossRef
Combs-Ronto, L. A., Olson, S. L., Lunkenheimer, E. S., & Sameroff, A. J. (2009). Interactions between maternal parenting and children’s early disruptive behavior: Bidirectional Associations across the transition from preschool to school entry. Journal of Abnormal Child Psychology, 37, 1151–1153. PubMedCrossRef
Denham, S., Leonard, A. M., Rosenberg, K. L., Tangney, J. P., Widmaier, N. (1997). Socialization of Moral Affect- Parent of Preschoolers Form (SOMA- PP). George Mason University, Fairfax, VA. Unpublished Manuscript
Dennis, T. A., Talih, M., Cole, P. M., Zahn-Waxler, C., & Mizut, I. (2007). The socialization of autonomy and relatedness. Journal of Cross-Cultural Psychology, 38, 729–749. CrossRef
Fung, J. (2004). Parent socialization of emotions and preschool children’s emotion regulation in Hong Kong, Beijing, and the United States. Unpublished manuscript: University of Michigan
Garcia-Coll, C., Akerman, A., & Cicchetti, D. (2000). Cultural influences on developmental processes and outcomes: Implications for the study of development and psychopathology. Development and Psychopathology, 12, 333–356. CrossRef
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University Press.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. CrossRef
Jones, L. B., Rothbart, M. K., & Posner, M. I. (2003). Development of executive attention in preschool children. Developmental Science, 6, 498–504. CrossRef
Keenan, K., & Wakschlag, L. (2004). More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children. Journal of Abnormal Child Psychology, 28, 33–46. CrossRef
Kojima, H. (1986). Japanese concepts of child development from the mid-17th to mid-19th century. International Journal of Behavioral Development, 9, 315–329. CrossRef
Kornadt, H. J., & Tachibana, Y. (1999). Early childrearing and social motives after 9 years: A cross-cultural longitudinal study. In W. J. Lonner, D. L. Dinnel, D. K. Forgas, & S. A. Hayes (Eds.), Merging past, present and future in cross-cultural psychology: Selected papers from the Fourteenth International Congress of the International Association for Cross-Cultural Psychology (pp. 429–441). Lisse: Swets & Zeitlinger.
Lebra, T. S. (1994). Mother and child in Japanese socialization: A Japan-U.S. comparison. In P. N. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 259–274). Hillsdale: Erlbaum.
Lieberman, D., Giesbrecht, G. F., & Muller, U. (2007). Cognitive and emotional aspects of self- regulation in preschoolers. Cognitive Development, 22, 511–529. CrossRef
Liu, M., Chen, X., Rubin, K. H., Zheng, S., Cui, L., Li, D., et al. (2005). Autonomy- vs. connectedness-oriented parenting behaviours in Chinese and Canadian mothers. International Journal of Behavioral Development, 29(6), 489–495.
Liu, J., Cheng, H., & Leung, P. (2010). The application of the preschool child behavior checklist and the caregiver-teacher report form to mainland Chinese children: Symptom structure, gender differences, country effects, and inter-informant agreement. Journal of Abnormal Child Psychology, 39(2), 251–264. CrossRef
Luria, A. R., Pribram, K. H., & Homskaya, E. D. (1964). An experimental analysis of the behavioral disturbance produced by a left frontal arachnoidal endothelioma (meningioma). Neuropsychologica, 2, 257–280. CrossRef
Mofitt, T. E. (1993). “Life course persistent” and “adolescence limited” antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701. CrossRef
Moffitt, T. E. (2003). Life course persistent and adolescence limited antisocial behavior: A 10-year research review and research agenda. In B. Lahey, T. Moffitt, & A. Caspi (Eds.), Causes of conduct disorder and juvenile delinquency. NY: Guilford.
Morris, A. S., Silk, J. S., Steinberg, L., Sessa, F. M., Avenevoli, S., & Essex, M. J. (2002). Temperamental vulnerability and negative parenting as interacting predictors of child adjustment. Journal of Marriage and Family, 64, 461–471. CrossRef
Olson, S. L., Sameroff, A. J., Lunkenheimer, E. S., & Kerr, D. C. R. (2009). Self- regulatory processes in early behavioral adjustment: The preschool to school transition. In S. L. Olson & A. J. Sameroff (Eds.), Regulatory processes in the development of behavior problems: Biological, behavioral, and social-ecological interactions. New York: Cambridge University Press.
Power, T. G. (2004). Stress and coping in childhood: The parents’ role. Parenting: Science and Practice, 4, 271–317. CrossRef
Rosenberg, K. L. (1997). The socialization of shame and guilt. Unpublished manuscript, George Mason University
Rothbaum, F., Kakinuma, M., Nagaoka, R., & Azuma, H. (2007). Attachment and amae. Journal of Cross-Cultural Psychology, 38, 465–486. CrossRef
Sameroff, A. J. (2009). Dialectical processes in developmental psychopathology. In A. J. Sameroff (Ed.), Transactional processes in development. Washington: APA.
Tardif, T., Wang, L., & Olson, S. L. (2009). Culture and the development of regulatory competence: Chinese-U.S. comparisons. In S. L. Olson & A. J. Sameroff (Eds.), Regulatory processes in the development of behavior problems: Biological, behavioral, and social- ecological interactions (pp. 258–289). New York: Cambridge University Press.
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago: University of Chicago Press.
Trommsdorff, G., & Kornadt, H. J. (2002). Parent-child relations in cross-cultural perspective. In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations. Thousand Oaks: Sage.
Wang, L., Chen, X., Chen, H., Cui, L., & Miao, L. (2006). Affect and maternal parenting as predictors of adaptive and maladaptive behaviors in Chinese children. International Journal of Behavioral Development, 30(2), 158–166. CrossRef
Wechsler, D. (1989). Preschool and primary scale of intelligence-revised. San Antonio: Psychological Corporation.
Zelazo, P. D., Muller, U., Frye, D., Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68 (Serial No 274)
- Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese, and Japanese Preschoolers
Sheryl L. Olson
Twila Z. Tardif
Adam S. Grabell
- Springer US