Externalizing behavior trajectories: The role of parenting, sibling relationships and child personality

Meunier, Jean; Roskam, Isabelle; Stiévenart, Marie; Moortele, Gaëlle Van de; Browne, Dillon T.; Kumar, Aarti

doi:10.1016/j.appdev.2010.09.006

Cited by 50 publications

(53 citation statements)

References 58 publications

(109 reference statements)

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“…While the current study did not differentiate between parental and maternal parenting styles, many studies have emphasized the importance of examining each parent's styles separately to capture their independent effects on children's outcomes (Aldhafri, 2011;Aldhafri, 2014;Chao, 1994;Meunier et al, 2011). This research shows that maternal styles might be effective in promoting specific children's outcomes within specific life conditions, while paternal styles might not have the same degree of influence or the same pattern of connections.…”

Section: Review Of European Studiesmentioning

confidence: 94%

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Aldhafri¹,

Al-Harthy²

2016

RES

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The current study examined the relationship between university students' academic identity and their perceptions of their parents' parenting styles among a sample of Omani students. Marcia's (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was & Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students' academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.

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Section: Review Of European Studiesmentioning

confidence: 94%

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Aldhafri¹,

Al-Harthy²

2016

RES

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“…Future research may examine the connections between teaching styles and students' outcomes while considering possible meditational factors, particularly students' personal attributes that were found to interact with environmental variables in affecting students' outcomes (Hannum & Dvorak, 2004;Meunier et al, 2011;Smith & College, 2007). Other related factors that may influence students' outcomes (including their motivation) include cultural values, peer pressure, and parental involvement (e.g., Lee, Daniels, & Kissinger, 2006;Smith & College, 2007).…”

Section: Resultsmentioning

confidence: 99%

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Aldhafri

Alrajhi²

2014

IES

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The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two questionnaires, students reported their perceptions of their math teachers' teaching styles, and their own motivational orientation towards mathematics. Multiple regression models were used to analyze the data. The findings suggest the two teaching styles play a role in predicting students' mathematics motivation. An authoritative teaching style seems to be the better predictor of the two motivational constructs, when compared with an authoritarian style. Eighteen percent of the variance was accounted for in the intrinsic motivation model, compared with only five percent in the extrinsic motivation model. The educational and cultural contexts were discussed in relation to the research results.

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“…These results lead to some important considerations for clinical purposes as well as giving empirical support to existing parenting programs. Because relations were well established between parenting and children's EB (e.g., Meunier et al, 2011), the impact of EB on the development of the disorganization Q-score has highlighted the importance of childrearing behavior that can be improved by parenting programs. Such programs promote parental development through the implementation of positive support, rules, autonomy demands and monitoring techniques, and a decrease in inconsistent parenting, harsh punishment, ignoring and material rewarding techniques (e.g., Juffer, Bakermans-Kranenburg, & van Ijzendoorn, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Moderately significant correlations (n = 49) were observed between the two assessments, ranging from .51 (rewarding, pb .01) to .84 (discipline, pb .01). As in Meunier et al (2011), in order to limit the number of predictors in the models, a support-to-negative-control ratio was calculated by dividing the support score by the negative control score. A score of 1 thus indicated equal amounts of support and negative control, whereas a score less than 1 indicated more negative control than support, and a score greater than 1 indicated more support than control.…”

Section: Measures Of Time-varying Variablesmentioning

confidence: 99%

Stability of young children's attachment representations: Influence of children's and caregiver's characteristics

Stiévenart

Roskam

Meunier

et al. 2014

Journal of Applied Developmental Psychology

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This research explores the stability of attachment representations, assessed by the Attachment Story Completion Task, within early childhood. Hypotheses were also formed about the influence of parenting, externalizing behavior and intelligence quotient (IQ) on the developmental course of children's attachment representations. Data were collected from 358 French-speaking Belgian children. Security and disorganization showed a linear improvement with age. The effect of time on the two growth curves was influenced by the child's externalizing behavior. When language abilities were controlled for in a subsample of referred children for externalizing behavior, the growth in security was found to be influenced by reasoning IQ, but the effects for disorganization were unchanged. The implications of the results for both research and clinical purposes are discussed.© 2013 Elsevier Inc. All rights reserved.The stability of attachment representations has been studied for a long time. Most results indicate that the individual's attachment pattern remains stable over the course of his/her development. However, only a few studies have been devoted to the stability of attachment within childhood. The present study focuses on the stability of children's attachment representations from three to eight years of age, using the French version of the Attachment Story Completion Task (Fr-ASCT; Bretherton, Ridgeway, & Cassidy, 1990) in the context of a three-wave longitudinal study that allows an accelerated design to be used with three cohorts of children : one of three-year-old children (n = 87), one of four-year-old children (n = 103) and one of five-year-old children (n = 105). Empirical and conceptual studies of attachment stabilityThe stability of attachment has been empirically considered either within or across several developmental time periods, based on either attachment behaviors or attachment representations. Only studies dealing with stability in infancy and childhood are relevant for our purposes, so only these are reviewed below.Studies involving both infants and preschool children have mainly focused on attachment behavior because the rudimentary verbal skills of these children make the measurement of attachment representations difficult. Numerous studies of infants have analyzed the stability of attachment behaviors with the Strange Situation Procedure (SSP; Ainsworth, Blehar, Waters, & Wall, 1978). In this context, children were shown to differ in their balance between exploration and attachment behaviors in distressing situations. Avoidant children tended to minimize their attachment behaviors in favor of their exploration behaviors, whereas ambivalent children tended to maximize their attachment behaviors to the detriment of their exploration behaviors. Secure children achieved an optimal balance between attachment and exploratory behaviors. Authors have reported a wide range of values for the stability of these patterns, with kappas ranging from .14 to .92 (e.g.

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Externalizing behavior trajectories: The role of parenting, sibling relationships and child personality

Cited by 50 publications

References 58 publications

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Stability of young children's attachment representations: Influence of children's and caregiver's characteristics

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