Corporal punishment and externalizing behaviors in toddlers: The moderating role of positive and harsh parenting.

Mendez, Marcos; Durtschi, Jared A.; Neppl, Tricia K.; Stith, Sandra M.

doi:10.1037/fam0000187

Cited by 34 publications

(27 citation statements)

References 32 publications

(74 reference statements)

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“…In the current study, psychological aggression by caregivers (i.e., raising their voice, scolding, or yelling at the child for misbehaving) predicted weaker number competence in preschoolers. This finding aligns with robust research showing the negative impact of harsh parenting on child development overall (e.g., Alink et al, 2009;Mendez et al, 2016) and on early cognitive and preacademic skill development specifically (Berlin et al, 2009;Dyer et al, 2014;MacKenzie et al, 2012;Pettit et al, 1997). Greater use of nonphysical punishment (e.g., taking away privileges or putting the child in his or her room) also predicted weaker performance in preschoolers' number competence.…”

Section: Other Disciplinary Strategies As Predictors Of School Readsupporting

confidence: 84%

“…Existing research supports this notion, although studies have focused almost exclusively on parental responsiveness and warmth as moderators. For instance, studies have found that parental warmth mitigates the negative impact of PP on child externalizing behaviours (Alink et al, 2009;Deater-Deckard, Ivy, & Petrill, 2006;Germán, Gonzales, McClain, Dumka, & Millsap, 2013;McLoyd & Smith, 2002;Mendez, Durtschi, Neppl, & Stith, 2016). However, there is conflicting evidence in that several studies have suggested that PP combined with warmth is actually associated with increased behavioural problems (Lansford et al, 2014;Verhoeven, Junger, Van Aken, Deković, & Van Aken, 2010), perhaps because the child may view PP and warmth as irreconcilable and confusing parental behaviours (Gershoff, 2016).…”

Section: Physical Punishment and The Broader Parenting Contextmentioning

confidence: 99%

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Child physical punishment, parenting, and school readiness

Weegar

Guérin-Marion

Fréchette

et al. 2017

Infant and Child Development

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This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada‐wide representative data, 5,513 children were followed over a 2‐year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary practices) when children were 2–3 years old, whereas school readiness was measured at 4–5 years using interviewer‐administered tests of number competence and receptive vocabulary skills. Analyses controlled for PP use at 4–5 years, child externalizing behaviours, and various sociodemographics. Results indicated that PP does not directly predict school readiness; however, the effect of PP was moderated by other parenting approaches. Children's receptive vocabulary was weaker if caregivers used PP together with less frequent explaining/teaching regarding problem behaviour, or PP with less frequent engagement in literacy and learning activities. Children had weaker number competence when PP co‐occurred with more frequent psychological aggression (e.g., yelling/scolding). Results suggest that PP hinders children's school readiness when used alongside other parenting approaches, which reflects the reality of parenting (i.e., PP does not occur in isolation). Findings support early education efforts aimed at promoting early learning and literacy opportunities, as well as positive disciplinary strategies that do not involve PP. Highlights We explored how physical punishment and other parenting approaches may predict school readiness outcomes using Canada‐wide data. Results provided little evidence of positive effects of physical punishment on school readiness across a range of parenting and disciplinary contexts. To promote school readiness, early education efforts should promote early learning opportunities and positive disciplinary strategies that do not involve physical punishment.

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Section: Other Disciplinary Strategies As Predictors Of School Readsupporting

confidence: 84%

Section: Physical Punishment and The Broader Parenting Contextmentioning

confidence: 99%

Child physical punishment, parenting, and school readiness

Weegar

Guérin-Marion

Fréchette

et al. 2017

Infant and Child Development

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“…, (Brook et al, 2001;Mendez, Durtschi, Neppl, & Stith, 2016;Um & Park, 2006), (B. Park, 2013;Smith et al, 2004).…”

Section: -5mentioning

confidence: 99%

The Effects of Maternal Parenting Behaviors on Toddlers’ Externalizing Problem Behaviors: The Mediating Effect of Compliance

박¹,

김²,

신³

et al. 2019

Korean J Child Stud

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Objectives: This study examined the mediating effect of toddlers' compliance in the relationship between maternal parenting behaviors and externalizing problem behaviors. Methods: A total of 432 mothers of 18-to 36-month-old toddlers responded to questionnaires on three research variables. Data were analyzed using SEM. Results: First, while positive maternal parenting behaviors did not have a direct effect on toddlers' externalizing problem behaviors, negative maternal parenting behaviors had a direct effect on toddlers' externalizing problem behaviors. That is, toddlers whose mothers exhibited more negative parenting behaviors showed more externalizing problem behaviors. Second, positive and negative maternal parenting behaviors had indirect effects on toddlers' externalizing problem behaviors through compliance. In other words, when mothers displayed fewer positive parenting behaviors or more negative parenting behaviors, their toddlers tended to be less compliant, which led to more externalizing problem behaviors. Conclusions: These findings contribute to a better understanding of the mechanism by which maternal parenting behaviors influence toddlers' externalizing problem behaviors. In addition, this study confirmed that negative maternal parenting behaviors play an important role in the development of noncompliance and externalizing problem behaviors in toddlers.

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“…For example, harsher parenting results in children displaying more aggressive adolescent behavior [1]. Further, children who receive corporal punishment are more likely to display aggressive behaviors [2], as compared to children exposed to positive parenting, which is more likely elicit prosocial behavior [3]. The parents' level of emotional stability also strongly correlates with children's prosocial and aggressive behaviors.…”

Section: Introductionmentioning

confidence: 99%

Why Genes Determine Parenting and Childrenrs Development

Su¹

2018

Proceedings of the 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (

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Parenting-defined as how parents rear and interact with their children in physical practices, how parents provide emotional support, and what environment parents provide for their children-plays an important role in children's development. People usually think of parenting from nurturist perspective, but this is not exactly true. In fact, parents' and children's genes will affect parenting and the environment children seek. Cultures may shape parenting differently, but children in different cultures could be born with different genes, which makes them have different susceptibility to types of parenting behaviors. Therefore, genes are crucial to parenting behaviors.

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Corporal punishment and externalizing behaviors in toddlers: The moderating role of positive and harsh parenting.

Cited by 34 publications

References 32 publications

Child physical punishment, parenting, and school readiness

Child physical punishment, parenting, and school readiness

The Effects of Maternal Parenting Behaviors on Toddlers’ Externalizing Problem Behaviors: The Mediating Effect of Compliance

Why Genes Determine Parenting and Childrenrs Development

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