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Parenting cognitions → parenting practices → child adjustment? The standard model

Development and psychopathology, 2018-05, Vol.30 (2), p.399-416 [Peer Reviewed Journal]

Copyright © Cambridge University Press 2017 ;Copyright © Cambridge University Press 2017 This is a work of the US Government and is not subject to copyright protection in the United States. ;ISSN: 0954-5794 ;EISSN: 1469-2198 ;DOI: 10.1017/S0954579417000931 ;PMID: 28625208

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Title:
Parenting cognitions → parenting practices → child adjustment? The standard model
Author: Bornstein, Marc H. ; Putnick, Diane L. ; Suwalsky, Joan T. D.
Subjects: Adjustment ; Adult ; Child ; Child Behavior - psychology ; Child development ; Child, Preschool ; Children ; Children & youth ; Childrens health ; Developmental psychology ; Families & family life ; Female ; Humans ; Infant ; Longitudinal Studies ; Male ; Models, Psychological ; Mother-Child Relations - psychology ; Mothers ; Mothers - psychology ; Parenting - psychology ; Parents & parenting ; Problem Behavior - psychology ; Psychology ; Regular Articles ; Social Adjustment
Is Part Of: Development and psychopathology, 2018-05, Vol.30 (2), p.399-416
Description: In a large-scale (N = 317) prospective 8-year longitudinal multiage, multidomain, multivariate, multisource study, we tested a conservative three-term model linking parenting cognitions in toddlerhood to parenting practices in preschool to classroom externalizing behavior in middle childhood, controlling for earlier parenting practices and child externalizing behavior. Mothers who were more knowledgeable, satisfied, and attributed successes in their parenting to themselves when their toddlers were 20 months of age engaged in increased supportive parenting during joint activity tasks 2 years later when their children were 4 years of age, and 6 years after that their 10-year-olds were rated by teachers as having fewer classroom externalizing behavior problems. This developmental cascade of a “standard model” of parenting applied equally to families with girls and boys, and the cascade from parenting attributions to supportive parenting to child externalizing behavior obtained independent of 12 child, parent, and family covariates. Conceptualizing socialization in terms of cascades helps to identify points of effective intervention.
Publisher: New York, USA: Cambridge University Press
Language: English
Identifier: ISSN: 0954-5794
EISSN: 1469-2198
DOI: 10.1017/S0954579417000931
PMID: 28625208
Source: ProQuest One Psychology
MEDLINE
ProQuest Central

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Parenting cognitions → parenting practices → child adjustment? The standard model

Copyright © Cambridge University Press 2017 ;Copyright © Cambridge University Press 2017 This is a work of the US Government and is not subject to copyright protection in the United States. ;ISSN: 0954-5794 ;EISSN: 1469-2198 ;DOI: 10.1017/S0954579417000931 ;PMID: 28625208

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