Evidence map›Paper›PMID 42599374›Full record

ArticleChild psychiatry and human development2026

Links between Discipline Practices and Early Childhood Behavior Problems: Universal or Culture-Specific?

Ela Sehic, Christie Pham, Eric E Desmarais, Brian French, Katri Raikkonen, Kati Heinonen, Carmen Gonzalez-Salinas, Zhengyan Wang, Roseriet Beijers, Carolina de Weerth and 19 more

Abstract read
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Article in Child psychiatry and human development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

29 authors.

Ela SehicDepartment of Psychology, Washington State University, Pullman, WA, USA.
Christie PhamDepartment of Psychology, Washington State University, Pullman, WA, USA.
Eric E DesmaraisDepartment of Psychology, Washington State University, Pullman, WA, USA.
Brian FrenchCollege of Education, Washington State University, Pullman, WA, USA.
Katri RaikkonenDepartment of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.
Kati HeinonenDepartment of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.
Carmen Gonzalez-SalinasDepartment of Developmental and Educational Psychology, University of Murcia, Murcia, Spain.
Zhengyan WangSchool of Psychology, East Campus of Capital Normal University, Beijing, China.
Roseriet BeijersDonders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands.
Carolina de WeerthDonders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands.
Blanca HuitronDepartment of Psychology, National Autonomous University of Mexico, Ciudad de Mexico, Mexico.
Emine AhmetogluDepartment of Early Childhood Education, Trakya University, Edirne, Türkiye.
Oana BengaDepartment of Psychology, Babes-Bolyai University, Cluj-Napoca, Romania.
Mirjana MajdandžićResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands.
Helena SlobodskayaResearch Institute of Neuroscience and Medicine, Novosibirsk, Russia.
Elena KozlovaResearch Institute of Neuroscience and Medicine, Novosibirsk, Russia.
Rosario Montirosso0-3 Center for the at-Risk Infant, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini, Italy.
Annalisa Castagna0-3 Center for the at-Risk Infant, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini, Italy.
Maria Beatriz Martins LinharesNeurosciences and Behavior, University São Paulo, São Paulo, Brazil.
Soile TuovinenDepartment of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.
Seong-Yeon ParkDepartment of Child Development, Ewha Womans University, Seoul, South Korea.
Sae-Young HanDepartment of Child Development, Ewha Womans University, Seoul, South Korea.
Eun Gyoung LeeEwha Institute for Social Sciences, Ewha Womans University, Seoul, South Korea.
Felipe LecannelierSociedad de Complejidad & Sufrimiento, Santiago, Chile.
Sara CasalinDepartment of Psychology, University of Leuven, Louvain, Belgium.
Ibrahim AcarDepartment of Psychology, Özyeğin University, Istanbul, Türkiye.
Samuel P PutnamPsychology Department, Bowdoin College, Brunswick, ME, USA.
Magen LoweDepartment of Psychology, Washington State University, Pullman, WA, USA.
Maria A GartsteinDepartment of Psychology and Neuroscience, Baylor University, Waco, TX, USA. Masha_Gartstein@baylor.edu.ORCID https://orcid.org/0000-0002-5866-7751

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Harsh parental disciplinary approaches can negatively impact children emotionally and behaviorally, and early childhood mental health difficulties can impact later life functioning. We examined parental disciplinary approaches (i.e., inductive and power assertion approaches) during childhood in relation to internalizing, externalizing, and total behavior problems across 14 countries. We hypothesized that discipline practice indicators would explain both within- and between-group variance based on differential values, socialization goals, and acceptance of varying approaches across cultures. Caregivers (N = 865) across 14 countries (M = 61 families per site) reported child (M

Indexed as

Child behavior problemsCross-cultural differences and similaritiesEarly childhoodFamily/child rearingParental discipline practices

Identifiers

PMID42599374

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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.