Emotional relationships between mothers and infants: Knowns, unknowns, and unknown unknowns / Marc H. BORNSTEIN in Development and Psychopathology, 24-1 (January 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-1 (January 2012) . - p.113-123 Titre : Emotional relationships between mothers and infants: Knowns, unknowns, and unknown unknowns Type de document : texte imprimé Auteurs : Marc H. BORNSTEIN, Auteur ; Joan T.D. SUWALSKY, Auteur ; Dana A. BREAKSTONE, Auteur Année de publication : 2012 Article en page(s) : p.113-123 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An overview of the literature pertaining to the construct of emotional availability is presented, illustrated by a sampling of relevant studies. Methodological, statistical, and conceptual problems in the existing corpus of research are discussed, and suggestions for improving future investigations of this important construct are offered. En ligne : http://dx.doi.org/10.1017/S0954579411000708 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Emotional relationships between mothers and infants: Knowns, unknowns, and unknown unknowns [texte imprimé] / Marc H. BORNSTEIN, Auteur ; Joan T.D. SUWALSKY, Auteur ; Dana A. BREAKSTONE, Auteur . - 2012 . - p.113-123. Langues : Anglais (eng) in Development and Psychopathology > 24-1 (January 2012) . - p.113-123 Index. décimale : PER Périodiques Résumé : An overview of the literature pertaining to the construct of emotional availability is presented, illustrated by a sampling of relevant studies. Methodological, statistical, and conceptual problems in the existing corpus of research are discussed, and suggestions for improving future investigations of this important construct are offered. En ligne : http://dx.doi.org/10.1017/S0954579411000708 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence / Marc H. BORNSTEIN in Development and Psychopathology, 25-3 (August 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-3 (August 2013) . - p.857-878 Titre : Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence Type de document : texte imprimé Auteurs : Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Joan T.D. SUWALSKY, Auteur Article en page(s) : p.857-878 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Two independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys. En ligne : http://dx.doi.org/10.1017/S0954579413000217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence [texte imprimé] / Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Joan T.D. SUWALSKY, Auteur . - p.857-878. Langues : Anglais (eng) in Development and Psychopathology > 25-3 (August 2013) . - p.857-878 Index. décimale : PER Périodiques Résumé : Two independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys. En ligne : http://dx.doi.org/10.1017/S0954579413000217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Parenting cognitions → parenting practices → child adjustment? The standard model / Marc H. BORNSTEIN in Development and Psychopathology, 30-2 (May 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-2 (May 2018) . - p.399-416 Titre : Parenting cognitions → parenting practices → child adjustment? The standard model Type de document : texte imprimé Auteurs : Marc H. BORNSTEIN, Auteur ; Diane L. PUTNICK, Auteur ; Joan T.D. SUWALSKY, Auteur Article en page(s) : p.399-416 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1017/S0954579417000931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Parenting cognitions → parenting practices → child adjustment? The standard model [texte imprimé] / Marc H. BORNSTEIN, Auteur ; Diane L. PUTNICK, Auteur ; Joan T.D. SUWALSKY, Auteur . - p.399-416. Langues : Anglais (eng) in Development and Psychopathology > 30-2 (May 2018) . - p.399-416 Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1017/S0954579417000931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

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