creator Strickland, Jennifer Pierce Munson advisor Hopkins, Joyce The aim of this study was to examine the reciprocal relationship between parenting behaviors (support, hostility, and scaffolding) and child temperament (effortful control, EC, and negative affect, NA) in children during the transition from kindergarten to first grade. Another aim was to examine direct and indirect effects of parenting and child temperament on children’s social competence. Participants included a diverse, community sample of 580 children and their primary caregivers. Parent support and hostility were assessed with the Parent Behavior Inventory. Scaffolding was assessed with observer ratings based on the NICHD ECCRN 3-Boxes Task. Child NA and EC were measured by parent-report using the Child Behavior Questionnaire, and social competence was assessed with the Social Skills Rating System. All measures were administered at both ages. Results indicated that the model that included cross-paths between the parenting and child factors provided the best fit to the data. The path coefficients indicated that child EC had significant effects on parenting behaviors (support, hostility and scaffolding). Contrary to expectation, however, there were no significant paths from parenting to child temperament. Both child EC and parenting support had significant direct and indirect effects on child social competence. Implications of the findings and suggestions for future research are discussed. Submitted by Dana Lamparello (dlampare@iit.edu) on 2012-08-27T20:08:29Z No. of bitstreams: 2 Dissertation FINAL 3.28.12 PDF.pdf: 762837 bytes, checksum: 6223e56432889f2cd3fc8291800a492a (MD5) Dissertation signed title page.pdf: 12086 bytes, checksum: 3716edc870bda501bc70eac6deff08fc (MD5) Made available in DSpace on 2012-08-27T20:08:29Z (GMT). No. of bitstreams: 2 Dissertation FINAL 3.28.12 PDF.pdf: 762837 bytes, checksum: 6223e56432889f2cd3fc8291800a492a (MD5) Dissertation signed title page.pdf: 12086 bytes, checksum: 3716edc870bda501bc70eac6deff08fc (MD5) Previous issue date: 2012-05 Ph.D. in Psychology, May 2012 2012-04-19 2012-05 http://hdl.handle.net/10560/2853 en Dissertation born digital application/pdf In Copyright http://rightsstatements.org/page/InC/1.0/ Restricted Access PSYCH / Institute of Psychology Illinois Institute of Technology Affiliated department