Parenting and Trajectories of Children's Maladaptive Behaviors: A 12-Year Prospective Community Study / Koen LUYCKX in Journal of Clinical Child & Adolescent Psychology, 40-3 (May-June 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-3 (May-June 2011) . - p.468-478 Titre : Parenting and Trajectories of Children's Maladaptive Behaviors: A 12-Year Prospective Community Study Type de document : Texte imprimé et/ou numérique Auteurs : Koen LUYCKX, Auteur ; Elizabeth A. TILDESLEY, Auteur ; Bart SOENENS, Auteur ; Judy A. ANDREWS, Auteur ; Sarah E. HAMPSON, Auteur ; Missy PETERSON, Auteur ; Bart DURIEZ, Auteur Année de publication : 2010 Article en page(s) : p.468-478 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated how parenting accounted for interindividual differences in developmental trajectories of different child behaviors across childhood and adolescence. In a cohort sequential community sample of 1,049 children, latent class growth analysis was applied to three parent-reported dimensions (monitoring, positive parenting, inconsistent discipline) across 12 annual assessments (ages 6-18). Four longitudinal parenting styles (authoritative, authoritarian, indulgent, uninvolved) were differentiated on the basis of levels and rates of change in the constituent parenting dimensions. Multigroup analyses demonstrated that these parenting styles were differentially related to changes in parent- and child-reported measures of children's alcohol and cigarette use, antisocial behavior, and internalizing symptoms, with the authoritative parenting class being related to the most optimal long-term development. En ligne : http://dx.doi.org/10.1080/15374416.2011.563470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Parenting and Trajectories of Children's Maladaptive Behaviors: A 12-Year Prospective Community Study [Texte imprimé et/ou numérique] / Koen LUYCKX, Auteur ; Elizabeth A. TILDESLEY, Auteur ; Bart SOENENS, Auteur ; Judy A. ANDREWS, Auteur ; Sarah E. HAMPSON, Auteur ; Missy PETERSON, Auteur ; Bart DURIEZ, Auteur . - 2010 . - p.468-478. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-3 (May-June 2011) . - p.468-478 Index. décimale : PER Périodiques Résumé : This study investigated how parenting accounted for interindividual differences in developmental trajectories of different child behaviors across childhood and adolescence. In a cohort sequential community sample of 1,049 children, latent class growth analysis was applied to three parent-reported dimensions (monitoring, positive parenting, inconsistent discipline) across 12 annual assessments (ages 6-18). Four longitudinal parenting styles (authoritative, authoritarian, indulgent, uninvolved) were differentiated on the basis of levels and rates of change in the constituent parenting dimensions. Multigroup analyses demonstrated that these parenting styles were differentially related to changes in parent- and child-reported measures of children's alcohol and cigarette use, antisocial behavior, and internalizing symptoms, with the authoritative parenting class being related to the most optimal long-term development. En ligne : http://dx.doi.org/10.1080/15374416.2011.563470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study / Sarah DOUMEN in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.588-599 Titre : Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DOUMEN, Auteur ; Karine VERSCHUEREN, Auteur ; Evelien BUYSE, Auteur ; Veerle GERMEIJS, Auteur ; Koen LUYCKX, Auteur ; Bart SOENENS, Auteur Année de publication : 2008 Article en page(s) : p.588-599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year. En ligne : http://dx.doi.org/10.1080/15374410802148079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study [Texte imprimé et/ou numérique] / Sarah DOUMEN, Auteur ; Karine VERSCHUEREN, Auteur ; Evelien BUYSE, Auteur ; Veerle GERMEIJS, Auteur ; Koen LUYCKX, Auteur ; Bart SOENENS, Auteur . - 2008 . - p.588-599. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.588-599 Index. décimale : PER Périodiques Résumé : In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year. En ligne : http://dx.doi.org/10.1080/15374410802148079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

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