Does Temperament Moderate the Relation between Preschool Parenting and School-Age Self-Regulation? Contrasting Diathesis-Stress and Differential Susceptibility Models

REFERENCES

• Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
   Google Scholar
• Belsky, J. (2005). Differential susceptibility to rearing influence: An evolutionary hypothesis and some evidence. In B. Ellis, & D. Bjorklund (Eds), Origins of the social mind: Evolutionary psychology and child development (pp. 139–163). New York, NY: Guilford.
   Google Scholar
• Belsky, J., & Pluess, M. (2009). Beyond diathesis stress: Differential susceptibility to environmental influences. Psychological Bulletin, 135(6), 885–908. doi:10.1037/a0017376
   PubMed Web of Science ®Google Scholar
• Belsky, J., & Pluess, M. (2013). Beyond risk, resilience, and dysregulation: Phenotypic plasticity and human development. Development & Psychopathology, 25(4), 1243–1261. doi:10.1017/S095457941300059X
   PubMed Web of Science ®Google Scholar
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. doi:10.1146/annurev-psych-010814-015221
   PubMed Web of Science ®Google Scholar
• Bornstein, M. H. (1989). Sensitive periods in development: Structural characteristics and causal interpretations. Psychological Bulletin, 105, 179–197. doi:10.1037/0033-2909.105.2.179
   PubMed Web of Science ®Google Scholar
• Burchinal, M., Magnuson, K., Powell, D., & Hong, S. (2015). Early child care and education. In R. M. Lerner (Ed.), Handbook of child psychology and developmental science (7th ed., Vol. 4, pp. 223–267). Hoboken, NJ: Wiley. doi:10.1002/9781118963418.childpsy406
   Google Scholar
• Caldwell, B. M., & Bradley, R. H. (2003). Home observation for measurement of the environment: Administration manual. Tempe, AZ: Family & Human Dynamics Research Institute, Arizona State University.
   Google Scholar
• Cruz, O., Abreu-Lima, I., Barros, S., Costa, P., & Pacheco, C. (2011). A Escala de Avaliação do Ambiente Familiar: Comparação dos resultados observado com três versões da HOME [Home Observation for Measurement of the Environment Inventory: Comparison of data from three versions of HOME]. In A. S. Ferreira, A. Verhaeghe, D. R. Silva, L. S. Almeida, R. Lima, & S. Fraga (Eds.), Actas do VIII Congresso Iberoamericano de Avaliação/Evaluación Psicológica e XV Conferência Internacional de Avaliação Psicológica: Formas e Contextos (pp. 1507–1519). Lisboa, Portugal: Sociedade Portuguesa de Psicologia.
   Google Scholar
• Cruz, O., & Aguiar, C. (2009). Mothers’ interactive behaviors and child engagement: The moderating effect of child care quality. Psicologia, 23, 87–101. doi:10.17575/rpsicol.v23i2.329
   Google Scholar
• Cruz, O., Aguiar, C., & Barros, S. (2004). Escala de Avaliação dos Estilos de Ensino: Qualidades psicométricas dos dados [Teaching Styles Rating Scale: Psychometric qualities of data]. Psico-USF, 9(2), 165–171. doi:10.1590/S1413-82712004000200007
   Google Scholar
• Cruz, O., & Pinto, A. I. (2006). A Escala de Personalidade da Criança revisitada: Dados de fidelidade teste-reteste [Childhood Personality Scale revisited: Test-retest reliability]. In C. Machado, L. S. Almeida, M. A. Guisande, M. Gonçalves, & V. Ramalho ( Orgs.), Avaliação Psicológica: Formas e Contextos (Vol. XI, pp. 269–276). Braga, Portugal: Psiquilíbrios Edições.
   Google Scholar
• Dibble, E., & Cohen, D. J. (1974). Companion instruments for measuring children’s competence and parental style. Archives of General Psychiatry, 30, 805–815. doi:10.1001/archpsyc.1974.01760120061010
   PubMed Web of Science ®Google Scholar
• Griffiths, R. (1984). The abilities of young children: A comprehensive system of mental measurement for the first eight years of life. Bucks, UK: The Test Agency.
   Google Scholar
• Griffiths, R. (1996). The Griffith’s mental development scales, from birth to 2 years, manual. Oxford: Association for Research in Infant and Child Development, The Test Agency.
   Google Scholar
• Kelley, S., Brownell, C., & Campbell, S. (2000). Mastery motivation and self-evaluative affect in toddlers: Longitudinal relations with maternal behavior. Child Development, 71, 1061–1071. doi:10.1111/1467-8624.00209
   PubMed Web of Science ®Google Scholar
• Kochanska, G., Boldt, L. J., Kim, S., Yoon, J. E., & Philibert, R. A. (2015). Developmental interplay between children’s biobehavioral risk and the parenting environment from toddler to early school age: Prediction of socialization outcomes in preadolescence. Development and Psychopathology, 27, 775–790. doi:10.1017/S0954579414000777
   PubMed Web of Science ®Google Scholar
• Kochanska, G., & Kim, S. (2013). Difficult temperament moderates links between maternal responsiveness and children’s compliance and behavioral problems in low-income families. Journal of Child Psychology and Psychiatry, 54, 323–332. doi:10.111/jcpp.12002
   PubMed Web of Science ®Google Scholar
• Kochanska, G., Kim, S., Barry, R. A., & Philibert, R. A. (2011). Children’s genotypes interact with maternal responsive care in predicting children’s competence: Diathesis-stress or differential susceptibility? Development and Psychopathology, 23, 605–616. doi:10.1017/S0954579411000071
   PubMed Web of Science ®Google Scholar
• Li, I., Onaga, E., Shen, P. S., & Chiou, H. H. (2009). Temperament characteristics and science achievement: A longitudinal study of elementary students in Taiwan. International Journal of Science Education, 31, 1175–1185. doi:10.1080/09500690701793923
   Web of Science ®Google Scholar
• Lima, L., Lemos, M. S., & Guerra, M. P. (2010). Adaptação do Inventário de Temperamento para crianças em idade escolar a uma população Portuguesa [Adaptation of the School-Age Temperament Inventory-SATI to a Portuguese population]. Psicologia, Saúde & Doenças, 11, 55–70. Retrieved from http://www.scielo.mec.pt/pdf/psd/v11n1/v11n1a05.pdf
   Google Scholar
• Lyons-Thomas, J., & McClowry, S. G. (2012). The examination of the validity and reliability of the Teacher School-Age Temperament Inventory. Journal of Classroom Interaction, 47, 25–32. Retrieved from http://www.jstor.org/stable/43858878
   Google Scholar
• Martin, A., Ryan, R. M., & Brookes-Gunn, J. (2013). Longitudinal associations among interest, persistence, supportive parenting, and achievement in early childhood. Early Childhood Research Quarterly, 28, 658–667. doi:10.1016/J.ecresq.2013.05.003
   Web of Science ®Google Scholar
• McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. doi:10.1016/j.ecresq.2012.07.008
   PubMed Web of Science ®Google Scholar
• McClowry, S. G. (1995). Development of the school-age temperament inventory. Merril Palmer Quarterly, 41, 271–285. Retrieved from https://www.jstor.org/stable/23087890
   Web of Science ®Google Scholar
• McWilliam, R. A., Scarborough, A. A., Bagby, J. H., & Sweeney, A. L. (1998). Teaching styles rating scale. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.
   Google Scholar
• Meany, M. J. (2010). Epigenetics and the biological definition of gene x environment interactions. Child Development, 81, 41–79. doi:10.1111/j.1467-8624.2009.01381.x
   PubMed Web of Science ®Google Scholar
• Mokrova, I., O’Brien, M., Calkins, S. D., Leerkes, E. M., & Marcovitch, S. (2012). Links between family social status and preschoolers’ persistence: The role of maternal values and quality of parenting. Infant & Child Development, 21, 617–633. doi:10.1002/icd.1761
   PubMed Web of Science ®Google Scholar
• Mokrova, I., O’Brien, M., Calkins, S. D., Leerkes, E. M., & Marcovitch, S. (2013). The role of persistence at preschool age in academic skills at kindergarten. European Journal of Psychology of Education, 28, 1495–1503. doi:10.1007/s10212-013-0177-2
   Web of Science ®Google Scholar
• Monroe, S. M., & Simons, A. D. (1991). Diathesis-stress theories in the context of life stress research: Implications for the depressive disorders. Psychological Bulletin, 110, 406–425. doi:10.1037/0033-2909.110.3.406
   PubMed Web of Science ®Google Scholar
• NICHD Early Child Care Research Network. (Eds.). (2005). Child care and child development. New York, NY: Guilford Press.
   Google Scholar
• Pinto, A. I., Cruz, O., & Bairrão, J. (2004). A Escala de Personalidade da Criança: Validação de uma medida do temperamento para crianças [Childhood Personality Scale: Validation of a measure of children’s temperament]. In C. Machado, L. S. Almeida, M. Gonçalves, & V. Ramalho ( Orgs.), Avaliação Psicológica: Formas e Contextos (Vol. X, pp. 408–414). Braga, Portugal: Psiquilíbrios Edições.
   Google Scholar
• Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28, 94–101. doi:10.1016/j.ecresq.2012.07.001
   Web of Science ®Google Scholar
• Pluess, M. (2015). Individual differences in environment sensitivity. Child Development Perspectives, 9, 138–143. doi:10.1111/cdep.12120
   Web of Science ®Google Scholar
• Pluess, M., & Belsky, J. (2010). Children’s differential susceptibility to effects of parenting. Family Science, 1, 14–25. doi:10.1080/19424620903388554
   Google Scholar
• Rabinowitz, J. A., Drabick, D. A. G., Reynolds, M. D., Clark, D. B., & Olino, T. M. (2016). Child temperamental flexibility moderates the relation between positive parenting and adolescent adjustment. Journal of Applied Developmental Psychology, 43, 43–53. doi:10.1016/j.appdev.2015.12.006
   PubMed Web of Science ®Google Scholar
• Rioux, C., Castellanos-Ryan, N., Parent, S., & Séguin, J. R. (2016). The interaction between temperament and the family environment in adolescent substance use and externalizing behaviors: Support for diathesis-stress or differential susceptibility? Developmental Review, 40, 117–150. doi:10.1016/j.dr.2016.03.003
   PubMed Web of Science ®Google Scholar
• Roisman, G. I., Newman, D. A., Fraley, R. C., Haltigan, J. D., Groh, A. M., & Haydon, K. C. (2012). Distinguishing differential susceptibility from diathesis-stress: Recommendations for evaluating interaction effects. Development and Psychopathology, 24, 389–409. doi:10.1017/S0954579412000065
   PubMed Web of Science ®Google Scholar
• Scott, S., & O’Connor, T. G. (2012). An experimental test of differential susceptibility to parenting among emotionally dysregulated children in a randomized controlled trial for oppositional behavior. Journal of Child Psychology and Psychiatry, 53, 1184–1193. doi:10.1111/j.1469-7610.2012.02586.x
   PubMed Web of Science ®Google Scholar
• Slagt, M., Dubas, J. S., Deković, M., & van Aken, M. A. G. (2016). Differences in sensitivity to parenting depending on child temperament: A meta-analysis. Psychological Bulletin, 142, 1068–1110. doi:10.1037/bul0000061
   PubMed Web of Science ®Google Scholar
• Totsika, V., & Sylva, K. (2004). The home observation for measurement of the environment revisited. Child and Adolescent Mental Health, 9, 25–35. doi:10.1046/j.1475-357X.2003.00073.x
   PubMedGoogle Scholar
• Widaman, K. F., Helm, J. L., Castro-Schilo, L., Pluess, M., Stallings, M. C., & Belsky, J. (2012). Distinguishing ordinal and disordinal interactions. Psychological Methods, 17, 615–622. doi:10.1037/a0030003
   PubMed Web of Science ®Google Scholar
• Zhou, Q., Hofer, C., Eisenberg, N., Reiser, M., Spinrad, T. L., & Fabes, R. A. (2007). The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school age years. Developmental Psychology, 43, 369–385. doi:10.1037/0012-1649.43.2.369
   PubMed Web of Science ®Google Scholar