ArticleChild psychiatry and human development2025
Interrupting the Link Between Temperamental risk, Adverse Parenting Practices, and Externalizing Problems in School-Aged Children: The Role of Teacher-Child Relationships.
Article in Child psychiatry and human development, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
This study examined how adverse parenting practices mediate the relationship between child temperament and later externalizing problems, and whether the teacher-child relationship moderates these associations. Data on child temperament, parenting practices, child externalizing problems (parent-reported), and teacher-child relationship (teacher-reported) were collected over three years (mean ages 8.40 to 11.29) among 434 children (44.7% girls) with early-onset externalizing problems. Results from structural equation modeling revealed that parental hostility mediated associations between temperamental factors (high negative affectivity, low effortful control) and later externalizing problems, controlling for demographics and baseline externalizing problems. These indirect associations were specific to children with low to average levels of closeness with teachers. Inconsistent parental discipline also mediated the association between low effortful control and greater externalizing problems but only at high levels of teacher-child closeness. Results suggest that teacher-child closeness could alter the risks associated with specific parenting practices in the development of externalizing problems during childhood.
Indexed as
Identifiers
40954409What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.