Kristine Marceau,Yongseok Lee,Amy M Loviska,Olivia C Robertson,Robert J Duncan
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Examining associations between monitoring-related parenting phenotypes and youth externalizing using a discordant sibling random-intercept cross-lagged panel model
Abstract In this registered report, we introduce a new discordant sibling random-intercept cross-lagged panel model and apply it to investigate within-person/family and between-family bidirectional associations of parental monitoring-related phenotypes and youth externalizing behaviors. We used data from 1,956 twin/sibling pairs (Mage at first assessment = 10 years; 51% male, 59% White; 14% Black; 15% Hispanic; <1% Asian; 11% Other race/ethnicity) contributing up to six annual waves of data collection from the adolescent brain and cognitive development study, a nationally representative data collection effort including 11,875 children enrolled and assessed across 21 sites across the United States. DS latent curve models with structured residuals models were needed to account for change over time, converged, and fit the data well. We found few within-person/family effects consistent with hypotheses, concentrated from age 13–15 that were likely environmentally mediated. Potentially causal effects within-person/family effects included more youth-reported child disclosure at age 13 predicting lower parent-reported externalizing at age 14, and more youth externalizing problems at age 13 with less monitoring at age 14; other within-person/family associations were driven by familial confounding. Unexpected positive between-family lagged effects in the same developmental window reflect novel family-level processes that may be driven by evocative gene-environment correlations.
期刊介绍:
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.