Associations Between Maternal Negative Affectivity and Young Children's Disruptive Behavior Problems: The Mediating Effect of Callous-Unemotional Traits.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Journal of Genetic Psychology Pub Date : 2024-07-01 Epub Date: 2023-11-17 DOI:10.1080/00221325.2023.2280610
Yingying Zhao, Jeffrey R Gagne, Fanyi Yu, Chi-Ning Chang
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引用次数: 0

Abstract

The current study examined associations between maternal negative affectivity (NA) and child disruptive behavior problems. The mediating role of child callous-unemotional (CU) traits in these relationships was also investigated. A multilevel mediation modeling approach was adopted using a sample of 100 families with children between 2.5 and 5.5 years of age (N = 201; mean age = 3.8, standard deviation = 1.0). The mediation models showed significant mediating effects of maternal NA through CU traits for ADHD (β = 0.12, p<.01), ODD (β =0.13, p<.01), and aggression (β =0.16, p<.001), and a significant direct effect for aggression (β = 0.12, p<.05). A structural equation modeling analysis was also performed, and overall, the results were consistent with that from mediation models, which suggested that child CU traits were significantly correlated with maternal NA (β = 0.252, p<.001), ADHD (β = 0.504, p<.001), ODD (β = 0.545, p<.001), and aggression (β = 0.686, p<.001). Our results indicated that maternal NA could serve as a potential risk factor for child CU, which, in turn, may contribute to disruptive behavior during early childhood.

母亲负性情感与幼儿破坏性行为问题的关系:冷酷无情特质的中介作用。
本研究探讨了母亲负性情感(NA)与儿童破坏性行为问题之间的关系。研究了儿童冷酷无情(CU)特质在这些关系中的中介作用。采用多层次中介建模方法,样本为100个儿童年龄在2.5 ~ 5.5岁之间的家庭(N = 201;平均年龄= 3.8,标准差= 1.0)。中介模型显示,母亲NA通过CU性状对ADHD的中介作用显著(β = 0.12, pβ =0.13, pβ =0.16, pβ = 0.12, pβ = 0.252, pβ = 0.504, pβ = 0.545, pβ = 0.686, p
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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