Journal of Abnormal Child Psychology Impact factor: 2.97

1. Child Effortful Control as a Mediator of Parenting Practices on Externalizing Behavior: Evidence for a Sex-Differentiated Pathway across the Transition from Preschool to School Journal of Abnormal Child Psychology Impact factor: 2.97 Hyein Chang , Sheryl L. Olson , Arnold J. Sameroff & Holly R. Sexton

2. Child Effortful Control as a Mediator of Parenting Practices on Externalizing Behavior: Evidence for a Sex-Differentiated Pathway across the Transition from Preschool to School

3. 摘要 专业术语 统计术语 方法和结果

4. Abstract An explanatory model for children’s development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children’s externalizing behavior and that child sex would moderate these relations. 摘要：一个关于儿童从学前期到学龄期过渡过程中破坏性行为发展的解释模型得以检验。本研究假设儿童的努力控制在管教方式和儿童的外化行为之间有中介作用，并且儿童的性别会对这种关系有调节作用。

5. 儿童努力控制 儿童外化行为 父母管教方式 儿童性别

6. Participants were 241 children (123 boys) and their parents and teachers. Three dimensions of parenting, warm responsiveness, induction, and corporal punishment, were assessed via maternal report when children were 3 years old. Child effortful control at age 3 was measured using laboratory tasks and a mother-report questionnaire. Mothers and teachers contributed ratings of child externalizing behavior at age 6.

7. 被试是241名儿童（其中123名是男生）以及他们的父母和老师。教养方式有三个维度：温暖关怀、引导和体罚，这是通过三岁儿童的母亲报告评定的。三岁儿童的努力控制通过实验室实验和母亲报告的问卷来测量。母亲和老师提供六岁儿童的外化行为等级。被试是241名儿童（其中123名是男生）以及他们的父母和老师。教养方式有三个维度：温暖关怀、引导和体罚，这是通过三岁儿童的母亲报告评定的。三岁儿童的努力控制通过实验室实验和母亲报告的问卷来测量。母亲和老师提供六岁儿童的外化行为等级。

8. Results showed that the hypothesized model fit the data well and that the pattern of associations between constructs differed for boys and girls. For boys, parental warm responsiveness and corporal punishment had significant indirect effects on children’s externalizing behavior three years later, mediated by child effortful control. Such relations were not observed for girls. These findings support a sex-differentiated pathway to externalizing behavior across the transition from preschool to school.

9. 结果表明，假设模型符合所得数据，男孩和女孩关系的建构模式不同。对于男孩，父母温暖关怀和体罚通过儿童努力控制的中介作用对于儿童三年之后的外化行为具有显著的影响。这种关系在女孩身上没有得到。这些发现为学前期向学龄期过渡的性别差异路径提供了证据。结果表明，假设模型符合所得数据，男孩和女孩关系的建构模式不同。对于男孩，父母温暖关怀和体罚通过儿童努力控制的中介作用对于儿童三年之后的外化行为具有显著的影响。这种关系在女孩身上没有得到。这些发现为学前期向学龄期过渡的性别差异路径提供了证据。

10. 专业术语 • Psychology technical terms 1、Self-regulation 自我调控 2、mechanism 机制 3、parenting practice 父母行为 4、externalizing behavior 外化行 为 5、effortful control 努力控制 6、cognitive system 认知系统 7、individual difference 个体差异8、effect 效应 9、 behavioral adjustment 行为适应 10、corporal punishment 体罚 11、stimulation 刺激 12、temperament 性格

11. 13、preschool 学前的 14、pathway 路径 15、disruptive behavior 破坏性行为 16、participant 被试 17、procedure 程序 18、recruit 招募 19、longitudinal study 纵向研究 20、demographic information 人口统计学 信息 21、warm responsiveness 温暖关怀 22、maternal education 母亲教育背景 23、limitation 局限性

12. 统计术语 • Common statistics terms 1、mediation model 中介模型 2、dimension 维度 3、 mean score 平均分 4、scale 量表 5、frequency 频次 6、accuracy 准确性 7、reliability 信度 8、total score 总分 9、variability 可变性 10、structural equation model 结构方程模型（SEM） 11、maximum 最大值 12、figure 图

13. 13、chi-square difference test 卡方检验 14、comparative fit index 比较拟合指标 （CFI） 15、root mean square 平方根 16、preliminary analyses 初步分析 17、descriptive statistics 描述统计 18、r-to-z transformation tests 测试r-to-z转型 19、multiple group analysis 多组分析 20、parameter 参数 21、baseline model 基线模型 22、index 指标 23、inconsistency 不一致 24、hypothesis 假设

14. 测量方法 Parenting behaviors at age 3 Effortful control at age 3 Externalizing behavior at age 6 Maternal education and family income Analysis Plan Following preliminary analyses, substantive research questions were addressed using structural equation models（SEM）

15. Hypothesized Mediation Model

16. Descriptive Statistics

17. Correlations for Latent Variables

18. Direct and Indirect Effects

19. Think about the following questions: • 1.How to write a title? • 2.How to write an abstract for a manuscript? • 3.How to introduce the problem? How to explore importance of the problem? How to describe the relevant scholarship? How to state hypotheses and their correspondence to research design?

20. 4. How to describe participant characteristics? What is the sample ? What is the research design? • 5. How to manipulate or intervene the experiment? • 6. How to make statistics and analyze data ?

21. The End!