Understanding Mother-Adolescent Conflict Discussions: Concurrent and Across-time Prediction from Youths' Dispositions on Parenting (Google eBook)

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John Wiley & Sons, Apr 20, 2009 - Psychology - 300 pages
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Adolescence is often thought of as a period during which parent–child interactions can be relatively stressed and conflictual. There are individual differences in this regard, however, with only a modest percent of youth experiencing extremely conflictual relationships with their parents. Relatively little empirical research, however, addresses individual differences in the quality of parent–adolescent interactions concerning potentially conflictual issues. The research reported in this monograph examined dispositional and parenting predictors of the quality of parents’ and their adolescent children’s emotional displays and positive and negative verbalizations when dealing with conflictual issues. Of particular interest were patterns of continuity and discontinuity in the factors related to conflicts. A multimethod, multireporter (mother, teacher, and sometimes adolescent reports) longitudinal approach(over 4 years) was used to assess adolescents’ dispositional characteristics (control/regulation, resiliency, and negative emotionality), youths’ externalizing problems, and parenting variables (warmth, positive expressivity, discussion of emotion, positive and negative family expressivity). Parentadolescent conflicts appear to be influenced by both child characteristics and quality of prior and concurrent parenting, and child effects may be more evident than parent effects in this pattern of relations.

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Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting I INTRODUCTION AND CONCEPTUAL FRAMEWORK
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting II SAMPLE AND MEASURES
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting III DESCRIPTIVE ANALYSES AND CORRELATIONS
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting IV GROWTH CURVES PREDICTION OF CONFLICT REACTIONS...
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting V SUMMARY AND DISCUSSION
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting REFERENCES
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting COMMENTARY
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting CONTRIBUTORS
Concurrent and AcrossTime Prediction from Youths Dispositions and Parenting STATEMENT OF EDITORIAL POLICY

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About the author (2009)

Nancy Eisenberg is Regents’ Professor of Psychology atArizona State University.
Her books include The Caring Child (1992), The Roots ofProsocial Behavior in Children (with Paul Mussen, 1989), andHow Children Develop (2nd edition with Robert Siegler andJudy DeLoache, 2006). She was president of the WesternPsychological Association; associate editor of Merrill-PalmerQuarterly and Personality and Social Psychology Bulletin; andeditor of Psychological Bulletin and a volume of the Handbook ofChild Psychology. She is the founding editor of SRCD’s newjournal, Child Development Perspectives. Her research and writingspertain to emotion-related regulation and its relation toadjustment and social competence in children and adolescence, aswell as the development of sympathy and prosocial behavior.

Claire Hofer (Ph.D., 2006, Arizona State University) iscurrently a post-doc at Arizona State University. Her researchinterests include studying children’s and adolescents’social and emotional development with a particular interest incross-cultural differences. She has conducted research in France,investigating the role of socialization, emotion regulation, andresiliency in adolescents’ social functioning. She also hasbeen interested in early contributors of young children’saffective perspective taking ability.

Tracy L. Spinrad (Ph.D., 1997, The Pennsylvania StateUniversity) is Associate Professor in the Department of Family andHuman Development at Arizona State University. Her researchinterests include the role of temperamental emotionality, emotioncontrol/regulation and parental socialization on youngchildren’s social/emotional functioning.

Elizabeth T. Gershoff (Ph.D., 1998, University of Texasat Austin) is Assistant Professor of SocialWork and AssistantResearch Professor at the Center for Human Growth and Developmentat the University of Michigan. Her research interests includeunderstanding the impacts of parenting on child and youthdevelopment over time and in the contexts of exposure to povertyand community violence.

Carlos Valiente (Ph.D., 2003, Arizona State University)is an Assistant Professor of Family and Human Development atArizona State University. His research focuses on the developmentof children’s emotion regulation and the contributions ofsocialization processes and emotion regulation to children’ssocial and academic competence. Sandra H. Losoya is a ResearchAssistant Professor of Psychology at Arizona State University. Shereceived her Ph.D. in developmental psychology, specializing insocial–emotional development, from the University of Oregonin 1994. Her research interests are in the area of emotion-relatedcoping and sources of resilience in high-risk children andadolescents. She is currently engaged in a longitudinal, multisitestudy of serious adolescent offenders and the factors associatedwith the desistance from crime.

Qing Zhou (Ph.D., 2006, Arizona State University) is anAssistant Professor of Psychology at the University of California,Berkeley. Her interests are in children’s regulation andcoping, the socialization of socioemotional competence, andcultural influences on social and emotional development.

Amanda Cumberland (M.A., 2000, Arizona State University)is a graduate student in psychology at Arizona State University andworks in the computer industry. Her interests are children’ssocial and emotional competence and factors that affect theirdevelopment.

Jeffrey Liew (Ph.D., 2005, Arizona State University) isan assistant professor in the Department of Educational Psychologyat Texas A&M University. His research interests are broadlyconcerned with the roles of self-regulation and emotionalreactivity in children’s psychosocial and academic outcomes.In addition to intraindividual processes, he is interested in thetypes of parent–child, teacher–student, and peerinteractions that facilitate or hinder children’spsychosocial or school adjustment.

Mark Reiser (Ph.D., 1980, University of Chicago) is anassociate professor in the School of Social and Family Dynamics atArizona State University. His research interests includemultivariate analysis, latent variable models, and goodness-of-fittests for sparse cross-classified tables.

Elizabeth Maxon (M.A., 2002, Arizona State University)received her M.A. in educational psychology from Arizona StateUniversity and is a student in school psychology. Her interests arein children’s school-related adjustment and success andchildren’s social and emotional development.

Judith G. Smetana is a professor of psychology andDirector of the developmental psychology Ph.D. program at theUniversity of Rochester. Her research investigatesadolescent–parent relationships in different ethnic andcultural contexts, children’s moral and social reasoning, andparenting beliefs and practices.

Nancy Darling is a professor of psychology at OberlinCollege. Her research investigates contextual variability inadolescent–parent and adolescent–peer relationships andthe active role of adolescents in shaping their ownexperiences.

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