The development of externalizing behavior problems in the transition from pre- to elementary school age:: Risk effects of maternal and paternal parenting
The development of externalizing behavior problems in the transition from pre- to elementary school age:: Risk effects of maternal and paternal parenting
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DOI：
10.1026/0942-5403.16.4.229
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发表时间：
2007-01-01
影响因子：
0.6
通讯作者：
Jaursch, Stefanie
中科院分区：
文献类型：
--
作者：
Beelmann, Andreas;Stemmler, Mark;Jaursch, Stefanie
本文介绍了埃尔兰根-纽伦堡预防和发展研究的横断面和纵向数据。这些数据来自对448名3-6岁学龄前儿童的父母进行的父母行为和儿童行为问题调查。结果显示，单亲家庭的量表与问题行为的发展之间的相关性充其量只是适度的。对养育变量的因素分析得出了两个高度可解释的因素，它们都与问题行为有显著的相关性：投入/自信的养育和问题管教。对问题管教因素的影响尤其显著，并且对母亲和父亲都有影响。进一步的分析还表明，这一因素在发展过程中会产生性别差异和非线性影响。研究结果是在当前关于父母行为和认知的重要性的讨论以及本研究中各种方法问题的背景下进行讨论的。
This article presents cross-sectional and longitudinal data from the Erlangen-Nuremberg Prevention and Development Study. The data derive from surveys of parenting behavior and child behavior problems carried out with the parents of 448 preschool children aged 3-6 years. Results showed that correlations between single parenting scales and the development of problem behavior are, at best, only moderate. Factor analysis of the parenting variables resulted in two highly interpretable factors that both had marked correlations with problem behavior: engaged/self-confident parenting and problematic discipline. Effects were particularly marked for problematic discipline factor and could be confirmed for both mothers and fathers. Further analyses also showed gender-specific and nonlinear effects for this factor over the course of development. Findings are discussed against the background of the current discussions on the significance of parenting behavior and cognitions as well as various methodological problems in this study.