A meta-analysis of 41 studies was conducted to examine the strength of the relation between parenting (positive control, negative control and responsiveness) and self-regulation in preschoolers. Results revealed significant associations between both types of parental control and self-regulation, with effect sizes being small in magnitude. There was no significant association between self-regulation and responsiveness. The strength of the association between parenting and self-regulation varied with different conceptualizations of self-regulation; positive and negative control were associated with child compliance, but not with inhibition and emotion regulation. -

This study investigated the relations among parenting, coparenting, and effortful control in preschoolers. The sample included 89 families with 2 parents and their firstborn 36-month-old children. Information was obtained by means of observation and parent-report questionnaires. In general, maternal parenting, paternal parenting, and coparenting were related to effortful control. Effortful control was more strongly predicted from parenting and coparenting when the same measurement method (observation or parent reports) was used. For both observation and parent reports, coparenting contributed to effortful control over and above maternal and paternal parenting. The results indicate the importance of adding indicators of triadic family processes to the study of parenting and young children's effortful control.

The first objective of this study was to investigate which aspects of temperament are related to externalizing problem behavior and which aspects are related to internalizing problem behavior. The second objective was to investigate how parenting influences the link between temperament and problem behavior. The sample included 89 two-parent families and their firstborn 36-month-old children, and 81 day care and preschool playgroup teachers. Mothers, fathers and teachers filled in questionnaires and home observations took place. The results showed that different temperament characteristics predict externalizing and internalizing problems. Further, the results indicate that parenting moderates the relation between temperament and problem behavior. More specifically, positive control of the father buffered the relation between impulsivity and externalizing problems, whereas negative control of the mother and father strengthened the relation between fear and internalizing problems.

Although science, technology, engineering and mathematics (STEM) study paths and STEM work fields may be relatively difficult and therefore not appropriate for everyone, too many children prematurely exclude STEM-related study and work options, based on negative images of the field or negative ability beliefs. In the present article, we provide an overview of the literature from different research perspectives that shows that study choice and career decisions made by young adults have their roots in earlier in childhood. In our view, the literature reviewed points to three interrelated factors that are important in the study choice and career development of children aged 8-16: knowledge, affective value, and ability beliefs and self-efficacy building. Based on this review, we argue that knowledge of the STEM field, and of the self in STEM activities, and parents' and teachers' knowledge of the early circumscription processes of children aged 8-16 needs to be broadened. Also, negative and often-stereotypical affective values adhered to STEM study choices or careers among parents and teachers need to be countered. With regard to ability beliefs, we argue that we should focus more attention on turning pupils' entity beliefs into incremental ones.

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