Parenting practices have been previously linked to childhood externalizing behaviour. However, little attention has been given to the potential effect of individual personality differences among children on this relation. The current study assesses the additive effects of children's personality characteristics and explores the moderating effects of children's personality on relations between parenting practices and childhood externalizing behaviour using a proportional stratified sample of 599 nonclinical elementary-schoolaged children. Multiple regression analyses reveal that in the mother data as well as in the father data, dysfunctional parenting and the children's personality characteristics Benevolence, Conscientiousness, and Extraversion were directly related to outcomes consistent with an additive model of their effects. Significant interactions indicate that children with low scores on Benevolence who were exposed to overreactive discipline practices exhibited higher levels of externalizing behaviour. Children characterized by low scores on Conscientiousness who were exposed to coercive parenting behaviour showed elevated levels of externalizing behaviour. These results suggest that integrating children's personality characteristics within parenting models can improve the understanding of the aetiology of childhood externalizing problem behaviour. The implications of such integrations for intervention are discussed.
Negative discipline has been linked to childhood externalizing behaviour. However, relatively little attention has been given to the potential effect of individual personality characteristics of children and parents. Using the Five Factor Model, we examined the extent to which parents' and children's personality characteristics were related to parenting and children's externalizing behaviour in a proportional stratified general population sample (N=599) of elementary‐school‐aged children. Based on Patterson's macromodel of parenting, an initial model was built, hypothesizing that the impact of parents' and child's personality dimensions on externalizing problems was fully mediated by negative discipline. Results supported a modified model that added direct pathways between parent and child personality characteristics and externalizing problem behaviour. For the mother data, as well as for the father data, children's Extraversion and Imagination were positively related to children's externalizing problem behaviours. Children's Benevolence and Conscientiousness and parents' Emotional Stability were negatively related to externalizing problem behaviours. For the mother data, maternal Agreeableness was positively related to externalizing problem behaviours too. Copyright © 2003 John Wiley & Sons, Ltd.
In this short-term longitudinal study, transactional links between teacher-child relationships and behavioral adjustment were investigated in a sample of preschool boys (N = 175) at risk for developing externalizing problems. Teachers (N = 175) reported about the quality of the teacherchild relationship (i.e., Closeness, Conflict, and Dependency) and about children's behavioral adjustment (i.e., Externalizing Behavior, Internalizing Behavior, and Prosocial Behavior) at three occasions within one school year. Cross-lagged path-analytic models showed positive bidirectional associations between Conflict and both Externalizing and Internalizing Behavior from Time 1 to Time 2, but not from Time 2 to Time 3. In addition, there was a transactional sequence with more Conflict at Time 1 leading to less Prosocial Behavior at Time 2 which, in turn, predicted more Conflict at Time 3. Closeness was reciprocally and positively related to Prosocial Behavior over time, and was positively and unidirectionally predicted by Internalizing Behavior. Dependency showed positive reciprocal links with Internalizing Behavior over time, and negatively and unidirectionally predicted Prosocial Behavior. These findings suggest that interventions may be most effective if they adjust their focus and strategy depending on children's specific behavioral and relational needs.
The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Fivehundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.Keywords Disruptive behavior . Classroom behavior . Teacher behavior management . Intervention . Good Behavior GameWithin elementary school, teachers have an important role in managing children's behavior, including the management of children's disruptive behaviors (Rydell and Henricsson 2004;Sutherland and Oswald 2005). It is therefore not surprising that research has been directed at the link between teacher behavior management and children's classroom behavior. Studies have shown that adequate behavior management techniques (e.g., providing clear expectations and routines, stating clear rules and consequences, and consistently using praise and other rewards) can reinforce children's appropriate classroom behavior and may reduce disruptive classroom behaviors (e.g., Ferguson and Houghton 1992;Sutherland et al. 2008;Sutherland et al. 2000;Van Acker et al. 1996), while other behavior management techniques such as reprimands, corrections, and commands may elicit more child disruptions (e.g., Nelson and Roberts 2000;Wehby et al. 1995). Despite the existing empirical evidence on the links between teacher behavior management and children's behavior in the classroom, little is known about the consequences of teacher behavior management for children's further disruptive behavior development and about how teacher behavior management may affect this further development. The purpose of the present study is to investigate the role of teacher behavior management in the development of disruptive behavior in early elementary school, using a design with a universal classroom preventive intervention.In this study we focus on the development of hyperactive and oppositional behavior. Children with hyperactive and oppositional behavior have been shown to be at increased risk for other concurrent problems, such as
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