TABLE 3.
Main and Moderation Effects in the Association between Punitive Discipline at Time 1 and Child Behavioral Problems at Time 2
| Parent Report, Time 2 | Teacher Report, Time 2 | |||||||
|---|---|---|---|---|---|---|---|---|
| Externalizing | Internalizing | Externalizing | Internalizing | |||||
|
|
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| Main Effect Model | Estimate (SE) | p | Estimate (SE) | p | Estimate (SE) | p | Estimate (SE) | p |
|
|
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| Mom HS Edu | .20 (.60) | .739 | −.76 (.76) | .319 | −.59 (.79) | .458 | −.04 (1.11) | .973 |
| Child Male (0=Female) | .33 (.55) | .548 | .22 (.70) | .754 | .33 (.79) | .675 | −.94 (1.18) | .425 |
| Parents years in the US | −.03 (.04) | .513 | −.11 (.05) | .036 | −.01 (.06) | .922 | −.07 (.09) | .415 |
| Social support | .16 (.25) | .517 | −.03 (.32) | .934 | −.19 (.38) | .616 | .28 (.47) | .546 |
| Household size | −.26 (.15) | .095 | −.37 (.18) | .047 | −.47 (.20) | .021 | −.46 (.27) | .083 |
| T1 Externalizing problems | .65 (.04) | <.001 | .02 (.05) | .707 | .53 (.05) | <.001 | .11 (.07) | .101 |
| T1 Internalizing problems | .004 (.03) | .892 | .56 (.04) | <.001 | −.04 (.05) | .416 | .19 (.07) | .009 |
| Spanking | −.33 (.55) | .547 | −.22 (.68) | .749 | 1.03 (.79) | .198 | .71 (1.05) | .498 |
| Verbal punishment | 1.69 (.63) | .008 | 1.57 (.78) | .047 | −.74 (.83) | .378 | −.83 (1.13) | .462 |
| Warmth | −.18 (.44) | .685 | .15 (.52) | .768 | −.29 (.65) | .661 | .24 (.82) | .774 |
| Respeto | −.22 (.65) | .731 | 1.21 (.78) | .123 | 1.83 (.92) | .051 | −.43 (1.22) | .725 |
| Mexican (0=DA) | −.33 (.67) | .629 | .68 (.81) | .398 | −.36 (.91) | .692 | −.53 (1.18) | .652 |
| Ethnicity Moderation Model (MA=1) | ||||||||
| Spanking × MA | −.23 (1.16) | .841 | −.59 (1.48) | .693 | −1.05 (1.53) | .493 | 1.45 (2.01) | .471 |
| Verbal punishment × MA | −.29 (1.17) | .803 | 3.07 (1.43) | .033 | .11 (1.51) | .941 | −.57 (2.08) | .785 |
| Respeto Moderation Model | ||||||||
| Spanking × Respeto | 1.47 (1.11) | .186 | .93 (1.45) | .521 | .45 (1.47) | .757 | −1.11 (2.03) | .587 |
| Verbal punishment × Respeto | −.05 (1.24) | .966 | .20 (1.58) | .899 | −1.29 (1.68) | .443 | .26 (2.07) | .900 |
| Parenting Context Moderation Model | ||||||||
| Spanking × Warmth | .18 (.84) | .827 | −.46 (1.13) | .687 | −.64 (1.07) | .550 | −1.64 (1.53) | .283 |
| Verbal punishment × Warmth | −.91 (.84) | .279 | −.50 (1.07) | .641 | −1.07 (1.09) | .328 | −.29 (1.44) | .838 |
Note. N=633. Results are based on imputed data and are consistent with results using unimputed data. Problem behaviors were assessed at Time 2 (one year after Time1). The main effect model includes two main punitive discipline predictors and moderators. For the moderation models, all main predictors were included as main effects prior to include the interaction terms (estimates not show). HS = high school. T1 = Time 1. For teacher reported child behavior, because teachers generally rated multiple students, we accounted for potential correlations among outcomes of children by applying linear mixed effect models (using SAS PROC MIXED procedure) and including a random effect for teacher.