Interactions between maternal parenting and children's early disruptive behavior: Bidirectional associations across the transition from preschool to school entry

Lindsey A. Combs-Ronto, Sheryl L. Olson, Erika S. Lunkenheimer, Arnold J. Sameroff

Research output: Contribution to journalArticle

85 Scopus citations

Abstract

This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association between early maternal negativity and child disruptive behaviors across this important developmental transition and 2) examine whether there would be different patterns of associations for boys and girls. Participants were 235 children (111 girls; T1; M= 37.7 months, T2; M=63.4 months) and their mothers and teachers. Observational and multi-informant ratings of child disruptive behavior showed differential patterns of stability and associations with measures of parenting risk. Results indicated bidirectional and interactive contributions of externalizing behavior and negative parenting across time. Results also indicated that risk mechanisms operate similarly for both sexes. Findings support transactional models of disruptive child behavior that highlight the joint contributions of parents and children.

Original languageEnglish (US)
Pages (from-to)1151-1163
Number of pages13
JournalJournal of Abnormal Child Psychology
Volume37
Issue number8
DOIs
StatePublished - Nov 2009

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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