Child externalising and internalising behaviour in the first year of school : the role of parenting in a low SES population

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dc.contributor.author Cheevers, Carly
dc.contributor.author Doyle, Orla
dc.contributor.author McNamara, Kelly
dc.date.accessioned 2011-01-07T17:01:38Z
dc.date.available 2011-01-07T17:01:38Z
dc.date.issued 2010-09
dc.identifier.uri http://hdl.handle.net/10197/2697
dc.description.abstract Successful transition and adjustment to school life is critical for a child's future success. To ease this transition a child needs to arrive equipped with the necessary skills for school. The extent of a child’s behavioural problems is one indicator of his or her level of adjustment and school readiness. A factor which is consistently associated with such behaviours is parenting practices. This study examined the role of maternal parenting behaviours on externalising and internalising behaviours displayed by children in their first year of schooling. As children living in low socioeconomic status (SES) families are at risk of both adverse parenting behaviours and childhood behavioural difficulties, the study focuses on a low SES cohort. Mothers (n = 197) reported parenting behaviours using the Parenting Styles and Dimensions Questionnaire (PSDQ; Robinson, Mandelco, Olsen, & Hart, 2001). Teachers (n = 21) rated children on how frequently they engaged in fifteen behaviours. These behaviours were subjected to an exploratory factor analysis, eliciting two externalising behaviour factors (aggressive and defiant; hyperactive and inattentive) and one internalising behaviour factor. Bivariate analyses revealed that authoritarian parenting is associated with aggressive and defiant behaviours and that permissive parenting and maternal education is associated with hyperactive and inattentive behaviours. Only the latter result remains significant in the multivariate analysis. Finally, no relationships were found between parenting practices and child internalising behaviours. Parenting behaviours explained a small proportion of the variance in child externalising behaviours, highlighting the need to educate parents in effective parenting practices. en
dc.description.sponsorship Not applicable en
dc.format.extent 212302 bytes
dc.format.mimetype application/pdf
dc.language.iso en en
dc.publisher University College Dublin. Geary Institute en
dc.relation.ispartofseries UCD Geary Institute Discussion Paper Series en
dc.relation.ispartofseries WP 10 39 en
dc.relation.requires Economists Online Collection en
dc.subject.lcsh Readiness for school en
dc.subject.lcsh Parent and child en
dc.subject.lcsh Parenting en
dc.subject.lcsh Child psychology en
dc.title Child externalising and internalising behaviour in the first year of school : the role of parenting in a low SES population en
dc.type Working Paper en
dc.internal.availability Full text available en
dc.internal.webversions Publisher's version en
dc.internal.webversions http://ideas.repec.org/p/ucd/wpaper/201039.html en
dc.status Not peer reviewed en
dc.neeo.contributor Cheevers|Carly|aut| en
dc.neeo.contributor Doyle|Orla|aut|UCD0007 en
dc.neeo.contributor McNamara|Kelly|aut| en


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