Table 4.

Means of Parenting Behaviors and Toddlers’ Self-Control by Parenting Profiles

Study variables	Lower learning support/lower responsiveness 23% of sample	Moderate learning support/ moderate responsiveness 45% of sample	High responsiveness 10% of sample	High learning support 22% of sample
Parenting behaviors
Teaching	−0.81a	−0.22b	0.26b,c	0.62c
Technical scaffolding	−1.51a	−0.10b	0.46c	0.91c
Teamwork	−1.13a	−0.17b	0.23b	1.11c
Instructions	0.29a	−0.13a	−0.48a	0.37a
Choices	−0.15a	−0.22a	−0.05a	0.06a
Language use	−0.72a	−0.07b	0.39b	−0.15b
Specific praise	−0.52a	−0.23a	1.75b	−0.35a
Warmth	−1.51a	0.09b	0.78c	0.49b,c
Toddler behaviors
Self-control at Time 1	−0.30a	0.07a	−0.25a	0.30a
Self-control at Time 2	−0.50a	−0.04a	−0.16a	0.82b

Note. Parenting behaviors, but not toddler behaviors, were used as indicators of latent profiles. Self-control at Time 1 was a covariate, and self-control at Time 2 was a distal outcome. Profile prevalence rates, means, and mean differences were derived from the Bolck-Croon-Hagenaars (BCH) method and accounted for uncertainty in profile assignment. All means of parenting behaviors and toddlers’ self-control are standardized. Means with different subscripts within each row are statistically different, p < .05; means with the same subscripts within each row are not statistically different, p > .05. Subscripts only apply within each row, not across all rows.