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dc.contributorWichita State University. Department of Psychologyen_US
dc.contributor.authorSnyder, James J.en_US
dc.contributor.authorCramer, Annen_US
dc.contributor.authorAfrank, Janen_US
dc.contributor.authorPatterson, Gerald R.en_US
dc.date.accessioned2012-02-29T16:34:43Z
dc.date.available2012-02-29T16:34:43Z
dc.date.issued2005-01en_US
dc.identifier15656735en_US
dc.identifier0260564en_US
dc.identifier2005-00130-003en_US
dc.identifierMH 57342en_US
dc.identifier.citationDevelopmental psychology. 2005 Jan; 41(1): 30-41.en_US
dc.identifier.issn0012-1649en_US
dc.identifier.urihttp://dx.doi.org/10.1037/0012-1649.41.1.30en_US
dc.identifier.urihttp://hdl.handle.net/10057/4641
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractData were collected in a longitudinal study of 134 boys and 132 girls and their families during kindergarten and first grade. Four hours of parent-child interaction were coded to ascertain parent discipline practices. A structured interview assessed maternal attributions about child behavior. Maternal ratings of child conduct problems at kindergarten entry reliably predicted the mother's subsequent hostile attributions concerning child misbehavior and use of ineffective discipline tactics. Ineffective maternal discipline and the interaction of ineffective discipline and hostile attribution predicted growth in child conduct problems at home during kindergarten and first grade. Changes in teacher-reported and observed child conduct problems at school during kindergarten and first grade were predicted by growth in conduct problems at home and by the interaction of ineffective discipline and hostile attribution.en_US
dc.description.sponsorshipNIMH NIH HHSen_US
dc.format.extent30-41en_US
dc.language.isoengen_US
dc.publisherAmerican Psychological Associationen_US
dc.relation.ispartofseriesDevelopmental Psychologyen_US
dc.relation.ispartofseriesDev Psycholen_US
dc.sourceNLMen_US
dc.subjectResearch Support, U.S. Gov't, P.H.S.en_US
dc.subject.meshChilden_US
dc.subject.meshChild, Preschoolen_US
dc.subject.meshConduct Disorder/etiologyen_US
dc.subject.meshFemaleen_US
dc.subject.meshForecastingen_US
dc.subject.meshHostilityen_US
dc.subject.meshHumansen_US
dc.subject.meshLongitudinal Studiesen_US
dc.subject.meshMaleen_US
dc.subject.meshParent-Child Relationsen_US
dc.subject.meshPunishmenten_US
dc.subject.meshRisk Factorsen_US
dc.subject.meshSchoolsen_US
dc.subject.meshConduct Disorder/psychologyen_US
dc.titleThe contributions of ineffective discipline and parental hostile attributions of child misbehavior to the development of conduct problems at home and schoolen_US
dc.typeArticleen_US
dc.coverage.spacialUnited Statesen_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright © 2005 APAen_US


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