Physical punishment as a predictor of early cognitive development: Evidence from econometric approaches.

Cuartas, Jorge; McCoy, Dana Charles; Grogan‐Kaylor, Andrew; Gershoff, Elizabeth T.

doi:10.1037/dev0001114

Cited by 22 publications

(28 citation statements)

References 57 publications

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“…This range overlaps with the 95% CI around the mean effect size for the association between corporal punishment and selected child SE skills in Gershoff and Grogan-Kaylor's meta-analysis, including child aggression d = .37 (95% CI .13-.61) and low self-esteem d = .15 (95% CI .04-.26). It also is remarkably similar to the association between corporal punishment and young Colombian children's cognitive skills assessed using LDV and matching methods, which ranged from −.08 to −.21 SD (Cuartas et al, 2020). These results align with past studies showing negative links between spanking and selected SE-related skills like getting along well with other children in LMICs (Grogan-Kaylor et al, 2021;Pace et al, 2019), and reached similar conclusions by employing a comprehensive measure that considered the dimensionality of SE skills.…”

Section: Discussionsupporting

confidence: 87%

“…Finally, FE models assume that there are not time-invariant confounders left unexplained in the model, which is also more plausible than conventional conditional independence. As such, finding consistent results while employing multiple approaches with different underlying assumptions provides strong evidence for a causal effect, which is an observation that has been increasingly recognized in the research on spanking and child development (see Cuartas et al, 2020;Larzelere et al, 2018).…”

Section: Issues Of Internal and External Validity In Understanding The Consequences Of Spankingmentioning

confidence: 80%

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The effect of spanking on early social‐emotional skills

Cuartas

2021

Child Development

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have analyzed the links between spanking and SE skills, reaching diverging conclusions. Most of the controversies stem from concerns about issues of selection bias in past studies (see Gershoff et al., 2018;Larzelere et al., 2018): does corporal punishment lead to SE difficulties, or do children's SE difficulties (e.g., aggression) elicit caregivers' spanking? And, is it indeed spanking that causes detrimental SE outcomes or other child, family, or ecological factors that relate to both spanking and child development? Beyond issues of causality, most investigations of spanking to date have focused on samples from the United States and other high-income countries (Gershoff & Grogan-Kaylor, 2016;Heilmann et al., 2021), which is problematic as 90% of children live in low-and middle-income countries (LMICs; World Bank, 2020) and spanking could lead to different developmental outcomes across countries and cultures (Deater-Deckard & Dodge, 1997).Together, these limitations point to the need for strengthening understanding of the causal link between spanking and SE development, particularly in LMICs, to address ongoing controversies and, more importantly, to inform policy and practice. Even though the Convention on the Rights of the Child (CRC, 2006) and the Sustainable Development Goals-SDGs (United Nations, 2016) strongly recommend the eradication of all forms of corporal punishment (including spanking), only 62 countries have implemented legal bans on corporal punishment and about two out of three children living in LMICs are spanked and exposed to harsher forms of violence (Cuartas et al., 2019). Relying primarily on evidence from the United States to advocate for the global eradication of spanking is not particularly convincing nor appropriate, considering vast variation

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Section: Discussionsupporting

confidence: 87%

Section: Issues Of Internal and External Validity In Understanding The Consequences Of Spankingmentioning

confidence: 80%

The effect of spanking on early social‐emotional skills

Cuartas

2021

Child Development

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“…Cognitive abilities were assessed in eight studies using data from six independent samples. 22,23,57,64,74,[81][82][83] O a a , iteracy, reading and maths skills, school readiness, school engagement, and approaches to learning. Findings were highly heterogeneous.…”

Section: Cognitive Abilitiesmentioning

confidence: 99%

Physical punishment and child outcomes: a narrative review of prospective studies

et al. 2021

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“…5 6 Spanking harms human dignity and is a violation of children's rights, 1 7 with rigorous evidence showing that spanking impairs children's social, emotional and behavioural functioning. [8][9][10][11] As such, there is a global effort to ban spanking in all settings including the home. 12 Sixty-two countries to date have implemented legal bans on forms of parental punishment that use violence, including spanking.…”

Section: Introductionmentioning

confidence: 99%

Multilevel ecological analysis of the predictors of spanking across 65 countries

et al. 2021

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ObjectiveEnding violence against children is critical to promote the health and socioemotional development of children across the globe. To this end, the UNICEF and the WHO have called for the abolishment of spanking, which is the most pervasive form of physical violence against children worldwide. This study used an ecological perspective to examine micro-level and macro-level predictors of parental spanking across 65 countries.ParticipantsData came from the fourth and fifth rounds of the UNICEF Multiple Indicator Cluster Surveys, which were administered between 2009 and 2017 (N=613 861 households). We examined the predictors of spanking using multilevel logistic regression analysis.ResultsMicro-level factors (ie, those observed at the familial level) were stronger predictors of spanking in comparison to macro-level factors (ie, those observed at the community and country level). Caregiver belief that children need physical punishment in order to be raised properly was the largest risk factor for spanking (OR=2.55, p<0.001). Older child age, the child being female, the head of the household having a secondary education or higher, and higher household wealth were protective factors against spanking, while a higher number of people living in the household was a risk factor for spanking. Living in an urban community was the only macro-level factor associated with spanking.ConclusionsIntervention at the micro-level and macro-level are important to reduce violence against children across the globe.

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Physical punishment as a predictor of early cognitive development: Evidence from econometric approaches.

Cited by 22 publications

References 57 publications

The effect of spanking on early social‐emotional skills

The effect of spanking on early social‐emotional skills

Physical punishment and child outcomes: a narrative review of prospective studies

Multilevel ecological analysis of the predictors of spanking across 65 countries

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