Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2021 May;92(3):871-888.
doi: 10.1111/cdev.13464. Epub 2020 Sep 5.

Family Risk and Externalizing Problems in Chilean Children: Mediation by Harsh Parenting and Emotional Support

Affiliations

Family Risk and Externalizing Problems in Chilean Children: Mediation by Harsh Parenting and Emotional Support

Elisa Ugarte et al. Child Dev. 2021 May.

Abstract

Latent class analysis and multigroup mediation were used with 8,860 families in Chile to identify risk groups varying in socioeconomic status, family structure, and maternal depression, to determine whether profiles differed in children's development of externalizing problems (EP) from 35 to 61 months, and maternal parenting that predicted EP. Four groups were identified: one no-risk profile and three risk profiles, impoverished and undereducated, depressed and impoverished, and father-absent and impoverished. All classes differed in EP. Maternal emotional support and harsh parenting were differentially associated with the development of EP across the three risk groups, relative to the low-risk group. Thus, specific constellations of adversities differentially predicted children's EP and socialization processes mediating links between risk and EP. Implications are discussed.

PubMed Disclaimer

Similar articles

Cited by

References

    1. Achenbach, T. M., & Rescorla, L. A. (2000). Validity of ASEBA Preschool Scales. In T. M. Achenbach & L. A. Rescorla (Eds.), Manual for the ASEBA preschool forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
    1. Ackerman, B. P., D’Eramo, K. S., Umylny, L., Schultz, D., & Izard, C. E. (2001). Family structure and the externalizing behavior of children from economically disadvantaged families. Journal of Family Psychology, 15, 288-300. https://doi.org/10.1037/0893-3200.15.2.288
    1. Amso, D., & Lynn, A. (2017). Distinctive mechanisms of adversity and socioeconomic inequality in child development: A review and recommendations for evidence-based policy. Policy Insights from the Behavioral and Brain Sciences, 4, 139-146. https://doi.org/10.1177/2372732217721933
    1. Asparouhov, T., & Muthén, B. (2015). Residual associations in latent class and latent transition analysis. Structural Equation Modeling, 22, 169-177. https://doi.org/10.1080/10705511.2014.935844
    1. Bakk, Z., & Vermunt, J. K. (2016). Robustness of stepwise latent class modeling with continuous distal outcomes. Structural Equation Modeling: A Multidisciplinary Journal, 23, 20-31. https://doi.org/10.1080/10705511.2014.955104

Publication types

LinkOut - more resources