Links between Discipline Practices and Early Childhood Behavior Problems: Universal or Culture-Specific?
Child Psychiatry and Human Development, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10578-026-02079-3
- Dergi Adı: Child Psychiatry and Human Development
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, BIOSIS, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Educational research abstracts (ERA), EMBASE, MEDLINE, Psycinfo, Violence & Abuse Abstracts, Social Sciences Abstracts, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Pharma Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Database (ProQuest), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: Child behavior problems, Cross-cultural differences and similarities, Early childhood, Family/child rearing, Parental discipline practices
- Trakya Üniversitesi Adresli: Evet
Özet
Harsh parental disciplinary approaches can negatively impact children emotionally and behaviorally, and early childhood mental health difficulties can impact later life functioning. We examined parental disciplinary approaches (i.e., inductive and power assertion approaches) during childhood in relation to internalizing, externalizing, and total behavior problems across 14 countries. We hypothesized that discipline practice indicators would explain both within- and between-group variance based on differential values, socialization goals, and acceptance of varying approaches across cultures. Caregivers (N = 865) across 14 countries (M = 61 families per site) reported child (Mage = 26.88 months, SDage = 5.65 months; 52% boys) behavioral, social, and emotional functioning as well as parent disciplinary techniques. Utilizing multilevel modeling, the role of within- and between-culture variance in disciplinary techniques in relation to overall problem behaviors, internalizing problems, and externalizing problems was assessed. Total behavior problems and internalizing problems were predicted by shouting, hitting, and taking privileges. Externalizing problems were predicted by shouting and taking privileges. Further, random slope effects were significant in predicting internalizing problems with parental hitting and taking away privileges. Overall hypotheses were supported. Findings suggest evidence of more universal and some culture-specific prediction in the relations between discipline techniques and behavioral outcomes. Prevention/treatment approaches for child behavior problems aimed at reduction of parental coercive discipline practices may be relevant across different cultures.