Temperamental Vulnerability and Negative Parenting as Interacting Predictors of Child Adjustment

By Amanda Sheffield Morris, Jennifer S. Silk, Laurence Steinberg, F. Sessa, S. Avenevoli, Marilyn J. Essex. 2002

432 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a9ea33b4e2901fb3c4490dfccbdfdc351dbd18a3

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Citations in the corpus

The New Friends Vignettes: Measuring parental psychological control that confers risk for anxious adjustment in preschoolers (2009, background): “Child-reports on parents’ psycho - logical control have been found to be useful with elementary school-aged (Morris et al., 2002) and adolescent (Barber, Olsen, & Shagle, 1994) samples, but children under 5 years cannot be expected to provide valid reports on parenting.”
A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory (2010, methodology): “Moreover, Morris et al. (2002) found that psychological control predicted both internalizing and externalizing problems, albeit only in children who scored high on irritable distress.”
Temperament theory and the study of cognition-emotion interactions across development (2007, background): “Second, there are biologically based influences upon neurological individuality such as genetics, which will also be considered in a later section in this review.”
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, result): “Such a finding is somewhat consistent with research showing that effortful control protects children from adverse outcomes associated with negative or neglectful parenting (Lengua, 2008; Morris et al., 2002).”
Nature and Nurturing: Parenting in the Context of Child Temperament (2011, background): “In addition, maternal hostility was related to externalizing problems for school-age children low in effortful control (Morris et al. 2002a).”
Beyond diathesis stress: differential susceptibility to environmental influences. (2009, background): “Morris et al. (2002) found, for example, that harsh and hostile mothering also proved to be a stronger predictor of teacher-reported externalizing problems in first and second grade when children scored high rather than low on irritable distress.”
The Role of the Family Context in the Development of Emotion Regulation. (2007, background): “…and sadness; and research indicates that these children are at risk for developing a host of behavioral and emotional problems (Brody, Stoneman, & Burke, 1987; Eisenberg, Fabes, Guthrie, et al., 1996; Eisenberg et al., 1997; Morris et al., 2002; Morris, Silk, et al., 2002; Shields et al., 1994).”
Early Adolescent Social and Overt Aggression: Examining the Roles of Social Anxiety and Maternal Psychological Control (2005, background): “Psychological control is one aspect of parenting that may be salient to adolescent social aggression because like social aggression, this form of parenting includes covert/hidden behaviors (Morris et al., 2002) and is characterized by the manipulation of interpersonal relationships (i.”
Parenting Skills and Social–Communicative Competence in Childhood (2003, background): “Early findings suggest that a poor fit represented by punitive-parenting interactions with difficult temperament results in the production of internalizing (Denham, Auerbach-Major, Kochanoff, & Queenan, 2002; Morris et al., 2002) and externalizing problem behaviors (Campbell, 1997; Paterson & Sanson”
Childhood Temperament and Family Environment as Predictors of Internalizing and Externalizing Trajectories From Ages 5 to 17 (2005, background): “Several studies have shown that family environmental factors might moderate the relationship between specific child temperamental characteristics and child internalizing and externalizing behavior (Bates, Pettit, Dodge, & Ridge, 1998; Morris et al., 2002; Stoolmiller, 2001).”
Temperament and Developmental Pathways to Conduct Problems (2004, background): “…can (a) model appropriate emotion regulation and emotional expression, (b) directly teach their children about emotionality and regulation, and (c) influence their children’s emotion regulation via the emotional climate of the family (Eisenberg, et al., 1998; Morris et al., 2002; Parke, 1994).”