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. 1998 Sep;34(5):982-95.
doi: 10.1037//0012-1649.34.5.982.

Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior

J E Bates  1 , G S Pettit, K A Dodge, B Ridge
Affiliations

Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior

J E Bates et al. Dev Psychol. 1998 Sep.

Abstract

Child temperament and parental control were studied as interacting predictors of behavior outcomes in 2 longitudinal samples. In Sample 1, data were ratings of resistant temperament and observed restrictive control in infancy-toddlerhood and ratings of externalizing behavior at ages 7 to 10 years; in Sample 2, data were retrospective ratings of temperament in infancy-toddlerhood, observed restrictive control at age 5 years, and ratings of externalizing behavior at ages 7 to 11 years. Resistance more strongly related to externalizing in low-restriction groups than in high-restriction groups. This was true in both samples and for both teacher- and mother-rated outcomes. Several Temperament x Environment interaction effects have been reported previously, but this is one of very few replicated effects.

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Figures

Figure 1
Figure 1
Scatter plots for the Bloomington Longitudinal Study (BLS) sample of temperamental resistance to control predicting externalizing outcomes as reported by teachers (top panel) and mothers (bottom panel). High Restrict = high restrictive control (for teachers, r = .09, ns; for mothers, r = .11. ns); Low Restrict = low restrictive control (for teachers, r = .27, p = .05; for mothers, r = .44, p= .001); Resist Control = child resistance to control; ICQ = Infant Characteristics Questionnaire.
Figure 2
Figure 2
Scatter plots for the Child Development Project (CDP) sample of temperamental resistance to control predicting externalizing outcomes as reported by teachers (top panel) and mothers (bottom panel). High Restrict = high restrictive control (for teachers, r = .01, ns; for mothers, r = .21, p = .13); Low Restrict = low restrictive control (for teachers, r = .22, p = .04; for mothers, r = .53, p = .000); RICQ = Retrospective Infant Characteristics Questionnaire.
Figure 3
Figure 3
Basic design of multiple-group, structural model (repeated four times, for teacher- and mother-report outcomes and for Bloomington Longitudinal Study and Child Development Project data sets). EXT = eternalizing behavior score.
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References

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