A large number of approaches have been proposed for estimating and testing the significance of indirect effects in mediation models. In this study, four sets of Monte Carlo simulations involving full latent variable structural equation models were run in order to contrast the effectiveness of the currently popular bias-corrected bootstrapping approach with the simple test of joint significance approach. The results from these simulations demonstrate that the test of joint significance had more power than bias-corrected bootstrapping and also yielded more reasonable Type I errors.

This study examined the role of child temperament as moderator of the effect of parenting style on children's externalizing and internalizing behaviors. A series of structural equation models were fit to a representative sample of 2,631 Canadian children from the National Longitudinal Survey of Children and Youth. In addition to testing for the presence of Temperament × Parenting interactions, these models also examined the direct and indirect effects of a number of additional contextual factors such as neighborhood problems, neighborhood cohesion, social support, and maternal depression. The results indicate that exposure to more positive parenting reduces behavior problems in children with difficult/unadaptable temperaments. No moderating effects of temperament on hostile parenting were found. Such results serve to highlight the pivotal role of positive features of the rearing environment as catalysts for the successful adaptation of children with difficult/unadaptable temperaments. The results of this modeling work also serve to emphasize the importance of considering the ways in which more distal factors can affect children's behavioral adaptation by contributing to changes in proximal family processes.

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Introduction: Research on the moderating role of trait emotional intelligence (EI) has typically examined this construct in light of other risk factors and their detrimental effects on adolescents' outcomes. This study aims to expand this line of research by focusing on the enhancing effect of trait EI and its moderating effects on the relationship between parental nurturance and adolescents' prosocial behaviour. According to such view, higher trait EI was expected to enhance the positive effect of parental nurturance on adolescents' prosocial behaviour. Method: A nationally representative sample of 1850 Canadian adolescents completed self-reported ratings of trait EI and parenting at 10-12 years of age which were related to prosocial behaviour at 14-16 years. Results: Findings indicated that, after controlling for previous ratings of prosocial behaviour at age 10-12, child's age and sex, adolescents with high trait EI who were exposed to positive rearing experiences in early adolescence reported higher levels of prosocial behaviour two years later compared to respondents with either low or average scores on trait EI. Conclusion:In line with our prediction, these results confirm the enhancing the effects of trait EI on the relationship between parental nurturance and future development of prosocial behaviour. These findings have important implications in regard to the important role of trait EI in predicting variation of adolescents' prosocial behaviour in response to positive parental influences.Prosocial behaviour is defined as a set of "voluntary actions that are intended to help or benefit another individual or group of individuals" (Eisenberg & Mussen, 1989 p.3). Prosocial behaviour is usually measured in terms of generosity, kindness, and helpfulness towards others (Giner Torréns & Kärtner, 2017). Such behaviours can either be intrinsically or extrinsically motivated and manifest themselves in the form of either spontaneous or planned actions (Sommerville et al., 2018).The onset of prosocial behaviour has been traced to early infancy. Starting from the first year of life, young children are able to engage in some form of helping behaviour (Dahl, 2015). At the age of 12 and 14 months, infants help adults during tasks by pointing informatively at a target object that is out of sight (Liszkowski, 2005) and assisting adults in picking up out-of-reach objects (Warneken & Tomasello, 2007). In the subsequent toddler and preschool years, children tend to share resources voluntarily (Brownell, Svetlova, & Nichols, 2009) and provide comfort to others in time of distress (Bandstra, Chambers, McGrath, & Moore, 2011), thereby indicating their capacity to understand the needs of others and reciprocate actions.In middle childhood throughout adolescence, children become increasingly conscious of the consequences of their actions and the reasons underlying their prosocial choices. Examples of prosocial behaviour in adolescence include volunteering, sharing personal resources, and cooperating as well as providing instrumenta...