Survey of Literture 5-31-18

Geneline Villaseran 10883096
Group Number 3 with Trixianne Salle, Charlene Sese, Judie Timbalopez

RESEARCH TOPIC: Parenting Style and Teaching Style as related to Disruptive Behavior in Early Childhood Classrooms
Survey of Literature Page 1 of 11

# Title of Author Purpose Supporting Research Research Participants Instruments Procedure Analysis Findings Conclusions
Researc and of Literature Questions Methodology
h Year Research
1 Can We Eamon, To Deater-Deckard, Do socio- Quantitative 807 Total Questionnai Non- Hierarchal As the children grew older, Highlights the
Predict Mary examine K., Dodge, K.A., economic child re random Linear exhibited higher levels of importance of
Disrupti Keegan whether Bates, J.E. & factors such as participants – sampling Regression disruptive school behaviors social school
ve & child, Pettit, G.S. (1996) age, gender, along w/ Frequency workers to
School Altshule parental Physical discipline race, ethnicity their mother checklists Mothers’ Data was Higher levels of disruptive consider
Behavio r, and among African along with and entered into behavior were found in: simultaneously
r? Sandra socio- American and maternal Attitude children’s’ the model -- Boys more than girls experiences at
J. environ European characteristics Both mother Scale responses using this -- African American more than multiple levels
(2004) mental American such as & child are were sequence: white of the youth’s
factors mothers: Links to mother’s age participants collected (Step 1) -- Youths who lived with never environment for
predict children’s at birth, of the and sociodemogra married & divorced mothers both prevention
school externalizing educational National analyzed phic variables -- youths who were spanked of and
behavior behaviors. attainment Longitudinal -- youths who perceived their intervention for
two Developmental and poverty Survey of (Step 2) mothers were not emotionally disruptive
years Psychology, 32, status predict Youth parenting supportive school behavior.
later. 1065-1072. disruptive practices -- less supervised by their mothers -- ensure
school -- mothers held lower educational positive school
Physical discipline behavior? 289: African (Step 3) expectations cultures and
was associated Americans parenting -- youths who rated their school peer
with higher 183: expectations lower & were retained interactions
externalizing Hispanics -- deviant peer pressure & -- influence
scores, but only 335: non- (Step 4) associations policies and
among European Hispanic, deviant peer, -- residence in a metropolitan area create programs
American White neighborhood that increase
children. Findings environment No significant difference for: welcoming and
provide evidence & resident -- Hispanic & poor supporting
that the link variables -- youths born to younger or less behaviors
between physical educated mothers -- increase
punishment and After each -- parental involvement visibility of
child aggression step, variables -- number of family rules ethnically
may be culturally were analyzed -- mother’s rating of school diverse adults
specific. for significant -- neighborhood environment and role models
difference,
check if Final model explained 23% of the
Haapsalo, J., & there’s variance in disruptive behavior
Tremblay, R.E. significant
increase in

(1994) Physically variance
aggressive boys
from ages 6 to 12:
Family
background,
parenting
behavior, and
predication of
delinquency.
Journal of
Consulting and
Clinical
Psychology, 62,
1044-1052.
Developmental
pathways of
physically
aggressive
behavior for boys
in low
socioeconomic
environments
were related to
familial adversity
and poor
parenting, and
that they
predicted
delinquency.
h Year Research
2 Parenti Stormsh To Patterson G.R. (1) Are Quantitative 631 Performanc Multi- Bi-variate Punitive discipline – strongly Negative
ng ak, ascertain (1986) punitive Kindergarten e Checklist gating Correlation, related with all child disruptive relationship
Practice Elizabet if distinct Performance parenting ers & Both strategy to Multiple behavior problems (oppositional, between
s and h A.; parentin models for practices Parents Attitude identify Regression aggressive, hyperactive and parenting
Child Bierma g antisocial boys. associated Scale high-risk internalizing) constructs and
Disrupti n, Karen practices American with elevated children: specific profiles

ve L.; may be Psychologist. 41, levels of Questionnai (1) Top Consistency was moderately of behavior may
Behavio McMah associate 432–444. oppositional, re 35% related with all the child behaviors be due to a
r on, d with aggressive & children third variable,
Proble Robert type and Parental failure to hyperactive using Spanking was also correlated with such as
ms in J. and profile of follow through child Authority all behavior problems but showed individual child
Early Lengua, a child’s with commands behavior? Acceptance the weakest relationship versus all temperament.
Element Liliana J. disruptiv resulted in Scale of the the other problems Parents of
ary (2000) e reinforcement of (2) Is Teacher oppositional, aggressive and Parenting
School behavior child inconsistency Observatio hyperactive children used practices
problems noncompliance, in parenting n spanking more than parents of low contributed
. thus associated Classroom problem children more to the
increasing the with Adaptation prediction of
likelihood that oppositional & (2) Parents’ Physically aggressive parents – oppositional
noncompliance aggressive rating of associated most with child and aggressive
would be behavior? children aggression vs other behavior behavior than
repeated and using Child issues. Physically aggressive to hyperactive
might escalate. (3) Is spanking Behavior parenting were more associated behavior
more Checklist & with oppositional, aggressive and problems.
associated Revised multi-problem children but not
Patterson G.R., with Problem hyperactive only children. Parenting
Stouthamer- oppositional & Behavior influences were
Loeber M. (1984) aggressive Checklist Low levels of warm involvement – fairly consistent
The correlation of behaviors elevated levels of oppositional across ethnic
family versus Participant behavior groups and sex.
management hyperactive s were
practices and behaviors? randomly Punitive
delinquency. assigned to discipline
Child 4) Is physically interventio emerged
Development. 55, aggressive n vs consistently as a
1299–1307. parenting control. primary
associated correlate with
Family with child Normative all three
management aggressive sample was behavior
skills such as behaviors? used to problems. It is
monitoring, standardize clearly a core
discipline, (5) Are low scores. parenting deficit
problem solving, levels of and may be the
and parental Selected most relevant
reinforcement warmth and participant parenting
positive s’ parents problem to

correlate involvement were work on.
significantly with associated interviewe
measures of with d at home
delinquency. elevations in and asked
both to
oppositional complete
and assessment
internalizing instrument
behavior s
problems?
(6) Is the
degree to
which the
child is
exposed to
punitive,
inconsistent
and aggressive
parenting
practices
related to the
quantity and
quality of
behavior
problems that
they develop?
h Year Research
3 Interrel Yi- To Gokhan, N., T.A. Is there a Quantitative 263 children Questionnai Random Correlation Strong positive correlation Taiwan was
ationshi Chan identify Dennis and A.M. correlation and along with re sampling – between the authoritative more focused
ps Tu and the Crossman, (2012) between the Qualitative both parents of parenting style and emotion on academic
betwee Mei-Ju effects of The role of parenting style Performanc preschools regulation. Emotion regulation excellence.
Chou
n different intraverbal and e Checklist in South could increase with the increase of
(2013)
Parenti parentin exchanges in preschoolers’ 54% boys Taiwan the authoritative parenting style. Emotion-
ng g styles assessing parent- emotion age 5-6 years centered
Styles and child regulation old Parents Small negative correlation curriculum
and teachers’ relationships. The competence? Classroom answered between the authoritarian and should be
Teacher strategie Psychological Observation quantitativ emotion regulation scores, critically

s s in Record, 62, 207- When s e wherein emotion regulation considered for
Involve classroo 224. teachers’ act instrument increased as the authoritarian preschool
ment: m strategies in Interviews s parenting style. education given
From interacti Parent-child classroom the high stakes
Children on for interaction was interactions, Qualitative Small negative correlation for the inability
’s emotion reciprocal and does it affect measures between ER and permissive to
Emotio al that parenting the were used parenting styles. As the permissive develop
n regulatio styles had an preschoolers’ to reveal parenting style decreased, the emotion
Regulati n impact on the emotion teachers’ emotion regulation would regulation.
on develop development of regulation act increase.
Compet ment in young children’s competence? strategies
ence children emotional/social for Negative correlation between
Perspec competence and classroom emotional lability and
tive To behavior. interaction authoritative parenting. An
observe The quality of the s. increase in the authoritative
and to child’s parenting style would decrease
depict development was the lability score.
preschoo highly influenced
l by the Authoritarian parenting style was
teachers’ environment positively correlated with lability
act by which they scores.
strategie grow up in.
s and Based on observations of the
approach teacher’s act strategies, teaching
es in Driessen, G., young children should first focus
classroo 2003. Family and on the natural inclinations of the
m child children. The activity time for each
Interacti characteristics, piece of materials shall reflect the
ons in child-rearing age, intelligence and physical
order to factors and energy of the young
present cognitive children. Take advantage of
another competence of individual characteristics of young
critical young children. children in learning.
that Early Child Dev.
could Care, 173: 323-
influence 339.
preschoo
lers’ Adolescents
emotion reared in
regulatio

n. democratic
homes tend to
show higher
emotional/social
competence
than those living
in authoritarian
homes.
h Year Research
4 The Baker, To better Wentzel, K. R. What is the Quantitative 423 Attitude Teachers Multiple Teacher-student relationships Both the degree
Teacher Jean A.; understa (1998). Social degree to kindergarten Scale sent out Regression characterized by trust and warmth of closeness and
- Grant, nd the relationships and which the through 5th and got are positively associated with the negativity in
Student Sycarah normativ motivation affective grade back signed school adaptation while teacher- that relationship
Relation ; e in middle school: qualities of students permission student relationships predicted
ship as Morlock contexts The role of closeness and forms from dominated by conflict are children’s
a , Larissa and parents, conflict students’ negatively associated with school successful
Develop (2008) processe teachers, and within the 55% male parents. adaptation. school
mental s within peers. Journal of teacher- Teachers adjustment.
Context schools Educational student signed Students with internalizing Having a teacher
for that Psychology, relationship 63% African consent problems and high degrees of relationship
Children may 90, 202–209 predicted American forms and conflict showed poorer school characterized
with enhance the school 21% received a adaptation than similarly affected by warmth,
Internali the Warmth in each adaptation of Caucasian stipend for students with less conflicted trust, and low
zing or positive teacher is elementary 4% Other participatio relationships with teachers. degrees of
External adaptati important in that schoolchildren 9% Hispanic n. conflict was
izing on of it provides a with Children who demonstrated associated with
Behavio children secure significant externalizing behavior problems positive school
r with interpersonal behavior and a close relationship with their outcomes.
Proble significan context in which problems? teacher had better achievement in The relatively
ms t the work of reading than did similarly affected small effect sizes
behavior schooling can Are there any students with less warm for these
problems transpire moderating relationships with teachers. findings suggest
– effectively. effects of that teacher-
specifical positive Children with internalizing student
ly the teacher behavior problems and conflicted relationship
teacher- Capara, G. V., relationship relationships with their teachers quality is only a
student Barbaranelli, C., on the had poorer positive work habits small piece of
relations association than similarly affected peers with the school

hip. Pastorelli, C., between more positive teacher adaptation
Bandura, behavior relationships. puzzle.
A., & Zimbardo, P. problems and However, these
G. (2000). school Internalizing problems was findings have
Prosocial adaptation? negatively associated with implications for
foundations of classroom adjustment. An theories of
children’s interaction with conflict was noted teacher student
academic for these students similar to that relationships
achievement. found for positive work habits. and prevention
Psychological Interestingly, having externalizing and intervention
Science, 11, 302– problems did not affect classroom efforts in
306. adjustment after the relationship schools.
variables were controlled.
The ability to The ability to
form close Both closeness and relational form close
relationships negativity made independent relationships
with non-familial contributions to the set of positive with non-
adults may also school outcomes. Closeness was familial adults
reflect children’s associated with two of the three may also reflect
underlying social indices of school adjustment in the children’s
competence individual models. underlying social
which is competence
associated with which is
good school associated with
performance good school
performance.
Relational
negativity with
teachers early in
schooling may
signal social-
emotional and
self-regulatory
difficulties
that forecast
later school
problems.
A child’s
transactions

with others,
objects, and
events in their
immediate
environment are
individualized
and shape the
developmental
course for each
child uniquely,
despite their
occurrence in a
larger shared
context, such as
a classroom.
h Year Research
5 Classro Bennet, To Eron, L. D., What are the Quantitative 13,533 Attitude Random Two-level Lower SES was consistently Among the
om and Patrick; documen Huesmann, L. R., effects of students w/ Scale sampling Hierarchal associated with more externalizing student
Family Elliott, t & Zelli, A. (1991). student and one parent or Linear behavior. Girls were significantly background
Effects Marta; character The role of family risk guardian Performanc Children Modeling – less likely than boys to exhibit factors, being
on Peters, istics of parental variables factors on e Checklist were Multivariate increased externalizing behavior, from a low-SES
Children Danya kinderga in the learning social and 5 years old assessed analysis whereas younger children and family, being
’s Social (2005) rten of aggression. In behavioral one-on-one children from single-parent homes male, being
and classroo D. J. Pepler & K. problems in by trained were at relatively high risk for younger, and
Behavio ms that H. Rubin kindergarten? 2,411 field increasing externalizing problems. coming from a
ral provide (Eds.), The kindergarten workers in single-parent
Proble resiliency development and Do classroom teachers school. In a troubled parent/child home predicted
ms and treatment of risk factors Parent relationship, for example, the greater
reduce childhood (unmanageabl assessment parent finds it “hard to feel warm externalizing
social aggression (pp. e classroom s were and loving toward [his or her] problems and
and 169–188). behavior conducted child,” and frequency of spanking decreased self-
behavior Hillsdale, NJ: and primarily was associated with more control, as
al Erlbaum. inadequate over the externalizing, whereas parental expected.
problems supplies) be phone by involvement in school was related However, the
of Social and associated trained to reduced externalizing. home
children behavioral with negative interviewer environment
during problems begin outcomes? s. Family SES was related to a rise in factors included
their first early in life and self-control as were being female in this analysis

year of are Would and being older. Those from proved less
formal enduring. resiliency single-parent families experienced potent. In the
schooling Patterns of factors diminished self- control. A end, only child
aggression often (supportive troubled parent/child relationship reading at home
emerge before climate for and a relatively high frequency of predicted
the age of six as teachers) spanking predicted lower self- positive effects
children learn to correlate with control. Parental involvement in on social
resolve positive school was related to higher self- and behavioral
interpersonal outcomes? control. outcomes and
conflict with only in relation
antagonism, Will classroom Attending all-day kindergarten to self-control.
primarily by risk factors predicted change in externalizing
modeling their compound the behavior. Students who attended Although the
parents’ effects of class all day showed significant student
behaviors. student and increases in externalizing behavior background and
family risk on problems over the kindergarten Home
the two social year. environment
Pettit, G. S., and behavioral factors yielded
Bates, J. E., & outcomes? Both the inadequacy of school mixed results, it
Dodge, K. A. supplies and unmanageable became
(1993). Will classroom class behavior were predictive of apparent that
Family interaction resiliency increased externalizing problems the direct
patterns and factors during kindergarten. effects of
children’s buffer parenting
conduct problems students In a well-behaved classroom, behaviors on
at home and against being a female kindergarten children’s social
school: A negative student provided advantages in and behavioral
longitudinal outcomes that externalizing behavior; however, problems across
perspective. would be as the classroom became more the first year of
School Psychology expected unmanageable, these advantages kindergarten are
Review, based on became a small disadvantage. great. Parental
22(3), 403–420. student or Also, as seen in this example, involvement in
family risk being male and part of a poorly the school, the
Harsh, punitive factors, such behaved class put males at a frequency of
parenting been as punitive relatively high risk for developing spanking, and a
shown to increase parenting? externalizing problems. troubled parent/
child behavior child
problems, but low Frequency of spanking predicted relationship are
levels of greater externalizing problems all related to
throughout the analyses, and its social and

positive effects were heightened as behavioral
interaction classroom behavior became less outcomes. More
between child manageable. Students who were specifically,
and parent spanked frequently at home and parental
also increase the who were part of a poorly involvement
risk for low school behaved class were results in across-
achievement and more than three times more likely the-board
externalizing to exhibit increases in improvements,
behavior externalizing behaviors over the whereas a
problems. kindergarten year than similar negative
students in a well-behaved parent/child
classroom. relationship—
for increases
Attending all-day kindergarten externalizing
predicted a reduction in self- and reduces
control. Inadequate school self-control.
supplies in the classroom and
unmanageable class behavior These results
were related to lower student self- indicate some
control, whereas a supportive intriguing
climate for teachers was possibilities for
nonsignificant. how
kindergarten
The effect of having adequate teachers and
supplies on self-control was larger schools may
for children from single-parent help children
homes, just as the negative effect improve social
of being from a single-parent and behavioral
home on self-control was smaller skills during
when school supplies were kindergarten. As
adequate. seen in the
results of this
Children who were never spanked study, it is
were especially susceptible to the imperative that
negative effect on self-control of classroom
an unmanageable classroom, behavior is
whereas children who were managed
frequently spanked and were in an effectively
unmanageable classroom tended and that
to have higher assessed adequate

self-control. supplies are
present in
Parent involvement in school kindergarten
predicted higher self-control. classrooms
However, when supplies in the because they
classroom were inadequate, have potent
parent involvement became direct effects on
less effective in enhancing children’s
children’s self-control. externalizing
behavior and
self-control.
These factors
also buffer
family risk
factors and offer
kindergarten
children
opportunities
for resilience
in the
classroom.

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Geneline Villaseran 10883096

Group Number 3 with Trixianne Salle, Charlene Sese, Judie Timbalopez

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