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28.18 months,
SD
1.26). Approximately 2 years later (child age,
M
49.77
months,
SD
1.20), mothers completed the beliefs
measures. All of the mothers were married or had
Hastings and Rubin 727
partners. On average, at the rst assessment period,
mothers were 31.28 years old (
SD
4.21); the major-
ity (
n
47) had at least some college or university ed-
ucation. The mean socioeconomic status of families
was 46.81 (
SD
10.15) on the Hollingshead index
(Hollingshead, 1965), and most mothers had com-
pleted some postsecondary education. The sample
was predominantly Caucasian (
n
62).
The sample was examined for selective attrition in
two ways. Multiple
t
tests were used to compare the
88 families who continued with the investigation at
Time 2 with the 16 families who did not continue, and
to compare the 65 mothers for whom all data was
available with the 23 mothers who participated at
both time periods but did not provide complete infor-
mation. Groups were compared on Time 1 demo-
graphic (mothers education, family SES), tempera-
ment (fearfulness, anger proneness), behavior (wary,
aggressive), and childrearing orientation (authoritar-
ian, protective) variables. There were no signicant
comparisons (
t
values ranged from
1.30 to 1.41).
Thus, there is no reason to suspect that the sample for
the current analyses differed meaningfully from the
mothers who are not represented.
Procedure
Time 1
Each toddler was observed in a laboratory play-
room interacting with a same-age, same-sex, unfamil-
iar peer for 1 hour. Two closed-circuit TV cameras con-
nected to a split-screen monitor were mounted on the
ceiling. There was a barrier of shelves that stretched
two thirds of the way across the room. On either side of
the barrier were a large and a small chair, and six sim-
ilar but not identical toys (e.g., a blue ball and a red
ball). Each mother-toddler dyad was brought to the
room separately, and mothers were seated in the large
chairs. Mothers were instructed to remain seated in
the large chairs but told that their children were free
to wander about the room. After 10 min, two research
assistants entered, moved the shelves to the side of
the room so that the mothers were in view of each
other, and lined the corresponding toys up in the cen-
ter of the room. Mothers were told to remain seated
for another ve min, and then were free to leave their
chairs. The free play continued for another 20 min.
This was followed by a 15 min snack period, and then
a 10 min clean-up period.
After the laboratory visit, the mothers took home a
package of questionnaires that included the CRPR
and the Toddler Behavior Assessment Questionnaire
(TBAQ; Goldsmith, 1988). The former was used to
assess mothers childrearing orientations toward au-
thoritarianism and protectiveness, and the latter was
used to assess mothers early perceptions of their chil-
dren as shy or prone to anger.
Time 2
At child age 4 years, mothers completed another
package of questionnaires at home and returned the
measures by mail. Included in this booklet were the
four hypothetical vignettes used by Mills and Rubin
(1990, 1992) in their work on parenting beliefs about
aggression and withdrawal. Two of these vignettes
depicted the focal child acting aggressively toward a
peer (e.g., pushing another child down to get a toy),
and two portrayed the focal child acting withdrawn
among peers (e.g., standing alone and not playing at
preschool). Each mother was asked to imagine that
her child was being described in each story, and to
think about how she would react to such behavior.
After each story, to the question How do you feel
when you see your child act this way several times in
a row? mothers rated on scales ranging from not at
all (1) to extremely (5) each of the following emo-
tional responses: angry, anxious, disappointed, dis-
gusted, embarrassed, hurt, guilty, pleased, puzzled,
and surprised. Following these were three scales
measuring mothers causal attributions, or reasons
for your child behaving this way: disposition, rated
from Completely due to my childs nature or person-
ality (1) to Completely due to the situation (5); sta-
bility, rated from Denitely a temporary stage (1) to
Denitely will act this way in the future (5); and in-
tention, rated from My child acted this way on pur-
pose (1) to My child denitely didnt do this on
purpose (5). Finally, mothers gave open-ended re-
sponses to: What, if anything, would you do about
your childs behavior? and What would you hope
to accomplish by handling it that way? What would
your goals be in this situation?
Measures
Toddler Temperament
The Social Fearfulness and the Anger Proneness
scales (
.80 and .85, respectively, in this sample)
of the TBAQ were used as measures of mothers per-
ceptions of their toddlers temperamental propensi-
ties toward shyness and aggression, respectively.
These measures were used as covariates, to control
for mothers earlier perceptions of child characteris-
tics in the prediction of their later beliefs about ag-
gression and withdrawal.
728 Child Development
Toddler aggressiveness.
Toddlers aggression toward
a peer was coded in the rst 35 min of the observed
interaction period, using the Toddler Interaction Initi-
ation Scale (Rubin et al., 1998). The index of toddler
aggressiveness was the number of times each child
initiated a conict. Conict initiations included three
behaviors that disrupted a peers activity: stopping
actions (e.g., telling the other child to end an activity),
agonistic behavior (e.g., threatening gestures), and
object acquisitions (e.g., trying to take a toy held by
the other toddler). Intercoder reliability was calcu-
lated across 14 toddlers. Coders agreed that an initia-
tion had occurred 95% of the time, and the
coef-
cient for type of initiation was 0.91.
Toddler social wariness.
Toddlers wary behavior in
the presence of a peer also was observed in the rst 35
min of the observed interaction period, using the Tod-
dler Play Observation Scale (Rubin et al., 1997). Time
sampling procedures were used to count the number
of 10-s intervals in which the child was engaged in
particular play forms (unoccupied, solitary play, on-
looking, parallel play, imitative play, conversation
with peer, rough-and-tumble play, interaction with
adults), showing affect, and being proximal to, or in
contact with, the playmate or mother. As well, event
sampling was used to assess the frequency of anxious
behaviors. Social wariness was derived from the ag-
gregate of three variables: unoccupied behavior (not
playing with the toys or actively watching the other
child), maintaining contact with mother, and fre-
quency of anxious behaviors (e.g., auto-manipula-
tives). These were normalized via
Z
-transformations
and aggregated to form the index of social wariness.
Reliability was calculated using
coefcients for the
time-sampled behaviors and percent agreement for
the frequency of anxious behaviors. Kappa coefcients
were .92 for type of play activity (including unoccu-
pied) and .99 for contact variables; percent agreement
for the frequency of anxious behaviors was 82%.
Mothers Authoritarianism and Protectiveness
Mothers authoritarian and protective orientations
toward childrearing were measured using the CRPR,
a set of 91 index cards each bearing a description of a
possible parenting practice or value. Mothers sorted
the cards into seven piles of 13 cards each, assigning
the statements in each pile a rating from These cards
are most undescriptive of me (1) to These cards are
most descriptive of me (7).
Authoritarianism.
Scales measuring authoritarian
and authoritative childrearing attitudes were created,
using the same Q-Sort items used in the research by
Kochanska and colleagues (Kochanska, Kuczynski, &
Radke-Yarrow, 1989). The authoritarian items involved
mothers endorsement of the use of corporal punish-
ment, verbal prohibitions and reprimands, discourag-
ing expressivity, strict supervision, and the use of anx-
iety induction for control. The authoritative items
reected rational guidance, induction, encouraging
independence, and openly expressing affect. In this
sample of mothers, the two scales were correlated sig-
nicantly and negatively,
r
(64)
.42,
p
.001;
therefore, they were normalized via
Z
-transformation
and the authoritative scores were subtracted from the
authoritarian scores, creating a single index of mater-
nal authoritarianism.
Protectiveness.
The measure of mothers protective
child-rearing attitudes was based on one derived
from the CRPR by Chen and colleagues (Chen et al.,
1998), and used elsewhere (Mills, 1998). For the origi-
nal measure, items thought to characterize highly
protective parenting were identied independently
by Chen and the present authors, and mutually iden-
tied items were aggregated. Items were examined
with the current sample, and six were found to be
weakly, positively intercorrelated, with an
coef-
cient of .40. (The forced-ranking paradigm of the Q-
Sort methodology inherently contributes to low or
negative correlations among individual items [Chen,
personal communication], which may be one reason
that researchers have had difculty replicating Blocks
original factor structure [Holden, 1995].) This mea-
sure was weakly, positively correlated,
r
(64
)
.16,
p
.10, with the observed index of warm and control-
ling, or oversolicitous, parenting previously found to
be associated with toddler inhibition (Rubin et al.,
1997). Due to the novelty of this measure, however,
we recommend that results involving its use be re-
garded as preliminary and in need of replication. The
six items comprising this measure reected mothers
concern about and/or restriction of toddlers activi-
ties, and included: I help my child when he/she is be-
ing teased by friends; I try to keep my child away
from children or families who have different ideas or
values from our own; I worry about the bad and sad
things that can happen to a child as he/she grows up;
I worry about the health of my child; I dont go out if
I have to leave my child with a stranger; and I encour-
age my child to be independent of me (reversed). The
average of the six items comprised the scores of ma-
ternal protectiveness.
Mothers Behaviors in Response to Aggression
and Withdrawal
Mills and Rubins (1990) coding scheme was used
to categorize mothers freely reported socialization
Hastings and Rubin 729
strategies. Mothers behavior was coded as
power asser-
tive
(e.g., punishing, commanding),
psychologically con-
trolling
(e.g., threatening, disapproving),
structuring
(e.g., reasoning, modeling, suggesting alternatives),
sup-
portive
(e.g., asking the child for information, comfort-
ing, joining the childs activity),
externally directed
(e.g.,
monitoring, asking the teacher for information), or
no re-
sponse
(used when a mother indicated she would take
no action, but not when she omitted answering the
question). Each reported behavior of every mother was
coded into one of these ve categories. Intercoder reli-
ability for 14 mothers using the
coefcient was .83.
Mothers Parenting Goals in Response
to Aggression and Withdrawal
A four category coding scheme for parenting goals
was adapted from the work of Hastings and Grusec
(1998). Mothers freely reported goals were coded as
parent-centered
(stopping the childs behavior; attain-
ing compliance or obedience),
socialization
(teaching a
child important values, skills or lessons),
social
inter-
actional
(helping a child to get along with others; teach-
ing interpersonal skills), or
empathic/relational
(making
the child feel happy or secure; focusing on the parent-
child relationship). Each category of parenting goal
was coded as present or absent within each mothers
response to a vignette (e.g., I wanted my child to feel
good and for her to enjoy herself was coded as a
single empathic/relational goal). The
coefcient for
coding mothers parenting goals was .78.
RESULTS
All analyses for this investigation were done using
the SPSS-X statistical package. The sample size for
most analyses was 65. However, one mother did not
report parenting goals for either aggression story; the
sample size was 64 for analyses of those variables. Ini-
tial analyses indicated that mothers ratings on the
scaled items and their reported parenting goals and
behaviors were correlated highly across the parallel
examples of child behavior. Therefore, mothers re-
sponses were averaged across the two aggression
vignettes and the two withdrawal vignettes. To re-
duce further the number of dependent variables for
analyses, separate factor analyses were performed on
mothers emotion ratings and attribution ratings.
Mothers Parental Beliefs about Aggression
and Withdrawal in the Preschool Years
Descriptive statistics on mothers beliefs about ag-
gression and withdrawal of 4-year-old children, and
the comparisons (via multiple
t
tests with adjusted
)
of mothers emotions, attributions, goals, and behav-
ior in response to aggression versus withdrawal are
presented in Table 1. Mothers averaged ratings of the
intention and disposition scales were reversed so that
higher scores reected greater endorsement of these
dimensions, as was the case with the stability scales.
Examination of the individual emotion ratings indi-
cated that mothers felt signicantly more angry, dis-
appointed, disgusted, embarrassed, and guilty, and
signicantly less pleased, in response to aggression
than to withdrawal. However, almost no mothers re-
ported feeling pleased in response to aggression or
disgusted in response to withdrawal; due to their lack
of variability, these two variables were dropped from
further analyses. No signicant differences emerged
in the attributions mothers made for withdrawn ver-
sus aggressive behavior. Mothers reported signi-
cantly more parent-centered and socialization goals
in response to childrens aggression, and signicantly
more empathic/relational goals in response to with-
Table 1 Mean Scores and
t
Tests for Mothers Parental Beliefs
about Withdrawal and Aggression at Child Age 4 Years
Withdrawal
Mean
(
SD
)
Aggression
Mean
(
SD
)
t
Value
Attributions
Stable 1.93 (.67) 2.18 (.87)
2.18
Dispositional 2.50 (.66) 2.69 (.99)
1.44
Intentional 3.13 (.80) 2.86 (1.02) 1.69
Goals
Parent-centered .04 (.19) .50 (.38)
8.97**
Socialization .05 (.15) .23 (.31)
4.26**
Social interaction .52 (.40) .55 (.36)
.39
Empathic/relational .51 (.43) .11 (.24) 6.99**
Behavior
Power assertive .02 (.14) .52 (.64)
6.15**
Psychologically
controlling .00 (.00) .33 (.43)
Structuring .49 (.49) .89 (.53)
4.66**
Supportive .71 (.52) .40 (.51) 3.83*
Externally-directed .19 (.29) .07 (.21) 3.38*
No response .13 (.27) .00 (.00)
Emotions
Angry 1.10 (.27) 2.88 (.82)
18.80***
Anxious 1.76 (.71) 2.08 (.79)
2.94
Disappointed 1.99 (.75) 3.05 (.82)
10.29***
Disgusted 1.04 (.18) 1.75 (.88)
7.04**
Embarrassed 1.21 (.39) 2.23 (.87)
10.10***
Guilty 1.24 (.42) 1.52 (.62)
3.87*
Hurt 1.45 (.74) 1.52 (.75)
.72
Pleased 1.24 (.50) 1.02 (.09) 3.84*
Puzzled 2.66 (1.22) 2.60 (1.12) .37
Surprised
2.69 (1.19)
3.02 (1.02)
2.07
*
p
.05; **
p
.01; ***
p
.001.
730 Child Development
drawal. In fact, only three mothers reported a parent-
centered goal in response to withdrawal; therefore,
this variable was dropped from further analyses. In
terms of maternal behavior, mothers reported that
they would use more power assertion and structuring
to deal with aggression, whereas for withdrawal they
reported more supportive and externally directed be-
haviors. Only two mothers reported they would use
any means of behavioral control to deal with their
childrens withdrawn behaviors, and none reported
the use of psychologically controlling means to deal
with withdrawal; as well, no mothers reported they
would make no response to aggression. Thus, these
three variables were dropped from further analyses.
The correlations between maternal beliefs and be-
haviors in response to withdrawal and in response to
aggression also were examined. There were no statis-
tically signicant correlations between correspond-
ing parenting goals. The only attribution signicantly
correlated across child behaviors was for stability,
r
(64)
.28,
p
.05, and the only signicant correla-
tion among the parenting behaviors was for externally
directed techniques,
r
(64)
.35,
p
.01. Mothers were
consistent in the degree to which they saw both kinds
of social behaviors as continuing to be displayed by
children over time, and those mothers who were
likely to turn to friends, teachers, or others for advice
or assistance when dealing with their childrens with-
drawn behavior also suggested they would do so in
response to aggression. However, all eight of the cor-
responding correlations between individual emotion
ratings in response to aggression and to withdrawal
were signicant and positive, ranging from
r
(64)
.33,
p
.01 for hurt to r(64)
.44,
p
.001 for disap-
pointed. As well, 18 of the 56 noncorresponding cor-
relations (32%) between emotion ratings in response
to withdrawal and in response to aggression were sig-
nicant and positive, and none were signicant and
negative. In general, mothers tended to be consistent
in their emotional responses to the depictions of pre-
schoolers social behavior, and to describe themselves
across a variety of affective dimensions at a consistent
level of responsiveness.
Mother and Toddler Characteristics
Assessed at Time 1
Multiple
t
tests were used to examine sex of child
differences in mother and toddler characteristics at
Time 1 (see Table 2). One comparison was signicant:
Boys initiated more than three times as many conicts
with an unfamiliar peer than did girls. However, for
both genders, the majority of children did initiate at
least one conict (27 boys, 15 girls), and eight children
initiated 10 or more conicts. The intercorrelations of
the variables also were examined. Mothers who rated
their toddlers as more socially fearful had children
who were observed to be more wary,
r
(64) .32, p
.01. No other correlations were signicant.
Data Reduction
Emotions
Factor analyses with minimum eigenvalue set at
1.0 and using varimax rotation were performed on
the remaining nine averaged ratings of emotion in
response to withdrawal, and on the remaining nine
averaged ratings of emotion in response to aggres-
sion. Minimum item loadings of .40 were used. Three
factor solutions were supported by each analysis; no
emotions showed multiple loadings across factors.
For emotion ratings to withdrawal, disappointed
(loading .50), surprised (.93), and puzzled (.86) com-
bined to form the factor Confused (eigenvalue 2.66, ac-
counting for 29.6% of the variance); angry (.77), em-
barrassed (.52), hurt (.62), and guilty (.72) formed
Upset (eigenvalue 1.43; 15.8% of the variance); and
anxious (.82) and pleased (.61) formed Worried
(eigenvalue 1.21; 13.4% of the variance). For emotion
ratings to aggression, embarrassed (.77), hurt (.75),
guilty (.81), and anxious (.68) combined to form the
factor Internalized (eigenvalue 3.92; 43.6% of the vari-
ance); angry (.90), disappointed (.76), and disgusted
(.60) formed Negative (eigenvalue 1.36; 15.2% of the
variance); and surprised (.92) and puzzled (.89)
formed Confused (eigenvalue 1.07; 11.9% of the vari-
ance). Factor scores from 1 to 5 were obtained by av-
eraging the ratings of the constituent emotions.
Table 2 Comparisons of Boys and Girls Values for Mother
and Toddler Characteristics Measured at Time 1
Boys
(n 37)
Mean (SD)
Girls
(n 28)
Mean (SD) t Value
Toddler characteristics
Mother reported
Social fearfulness 3.43 (1.04) 3.51 (.85) .31
Anger proneness 3.61 (.69) 3.57 (.81) .18
Observed
Wariness .02 (.64) .01 (.60) .17
Aggressiveness 5.68 (6.61) 1.39 (2.41) 3.26**
Mother characteristics
Authoritarianism .17 (1.89) .23 (1.38) .94
Protectiveness 4.09 (.80) 4.30 (.87) 1.03
* p .05; ** p .01; *** p .001.
Hastings and Rubin 731
Attributions
Factor analyses with minimum eigenvalues set at
1.0 and using varimax rotation supported single fac-
tor solutions for both sets of scores. The Negative At-
tributions factor for aggression had an eigenvalue of
1.54 and accounted for 51.3% of the variance, with the
following factor loadings: intention, .75; disposition,
.75; stability, .65. The Negative Attributions factor for
withdrawal had an eigenvalue of 1.70 and accounted
for 56.7% of the variance, with the following factor
loadings: intention, .42; disposition, .87; stability, .87.
Prediction of Maternal Beliefs and Reported
Behavior from Toddler and Mother Characteristics
Step-wise forward regression models were used to
examine the extent to which toddler and mother char-
acteristics at Time 1 predicted mothers reported emo-
tions, attributions, parenting goals, and behavior at
Time 2. There were three steps of predictor entry for
all regressions. For the predictions of responses to the
aggression stories, mothers ratings of their toddlers
Anger Proneness were entered rst to control for pre-
existing maternal perceptions of their toddlers aggres-
sive temperament. In the second step, sex of child,
toddlers observed aggressiveness, and mothers au-
thoritarian child-rearing attitudes were entered. In
the third step, the three 2-way interactions of mother
and toddler characteristics (Sex Aggressiveness;
Sex Authoritarian; Aggressiveness Authoritar-
ian) were entered. For the predictions of responses to
the withdrawal stories, mothers ratings of their tod-
dlers Social Fearfulness were entered rst to control
for preexisting maternal perceptions of their toddlers
shy temperament. In the second step, sex of child,
toddlers observed social wariness, and mothers pro-
tective child-rearing attitude were entered. In the
third step, the three 2-way interactions of mother and
toddler characteristics (Sex Wariness; Sex Protec-
tive; Wariness Protectiveness) were entered.
Aggression
The results of the regression analyses predicting
mothers responses to the aggression stories are pre-
sented in Table 3. Of the 13 regressions (three emo-
tions, attributions, four parenting goals, ve behav-
iors), four accounted for signicant portions of
variance overall, and an additional three contained
signicant unique predictors.
Emotions. The regression analyses predicting
mothers Negative and Confused affect were signi-
cant, accounting for 16% and 11% of the variance, re-
spectively. Mothers who had described themselves as
having more authoritarian child-rearing attitudes at
Time 1 reported more Negative feelings in response
to preschoolers aggression. However, this was quali-
ed by a signicant interaction with toddlers aggres-
sive behavior. A median split on mothers attitudes
indicated that there was not a signicant relation be-
tween toddlers aggressiveness and mothers Nega-
tive emotions among mothers who were relatively
less authoritarian, r(32) .02; however, more au-
thoritarian mothers tended to report more Negative
emotions if their toddlers had been more aggressive,
r(31) .31, p .10. Comparison via Fishers r to z
conversion indicated that the difference between
these correlations approached statistical signicance,
z 1.31, p .10. As well, there was a signicant in-
teraction between sex of child and toddler aggres-
siveness in the prediction of Negative emotions. Al-
though there were nonsignicant correlations between
aggressiveness and Negative emotions both for boys,
r(36) .25, and for girls, r(27) .17, the difference
between these correlations approached signicance,
z 1.62, p .06, suggesting that the mothers of more
aggressive male toddlers tended to report more Neg-
ative feelings in response to preschoolers aggression,
whereas the converse was true of mothers of more ag-
gressive female toddlers.
Mothers tended to report more Confused emotions
in response to daughters aggression than to sons,
but again, this was qualied by a signicant interac-
tion between sex of child and toddler aggressiveness.
There was a nonsignicant correlation between ag-
gressiveness and Confused emotions for mothers of
boys, r(36) .08, while mothers of girls were most
likely to report Confused emotions when their daugh-
ters had been less aggressive as toddlers, r(27) .50,
p .01; the difference between these correlations was
signicant, z 1.78, p .05.
Negative attributions. Overall, 17% of the variance
in mothers Negative Attributions for preschoolers
aggression was accounted for. Mothers who had per-
ceived their toddlers as prone to angry outbursts
were more likely to attribute aggression to internal
factors. Further, toddlers actual observed aggression
also tended to predict more dispositional, intentional,
and stable attributions, and this was particularly true
for mothers who had held more authoritarian atti-
tudes. The sample was split at the median on mothers
authoritarian practices. There was a nonsignicant re-
lation between toddlers aggressiveness and mothers
Negative Attributions among mothers who fell below
the median on authoritarian attitudes, r(32) .06, but
more authoritarian mothers were signicantly more
likely to make Negative Attributions for aggression
732 Child Development
Table 3 Regression Analyses Predicting Mothers Responses to the Aggression Stories
Emotions
Negative
Internalized
Confused
Attributions
Predictors
1. Anger proneness .08 .02 .07 .26*
2. Main effects R
2
.15* .04 .11
.11
.14
Aggressiveness .13 .05 .16 .25
.01 .09
.09
Socialization
Social-
Interaction
Empathic/
Relational
Predictors
1. Anger proneness .07 .01 .00 .07
2. Main effects R
2
.13* .17* .02 .02
Sex of child (1 male) .08 .25
.06 .07
Aggressiveness .09 .12 .08 .05
Authoritarian .34** .31* .11 .10
3. Interactions R
2
.05 .00 .05 .01
Sex Aggressive .03 .04 .02 .07
Sex Authoritarian .18 .01 .10 .01
Aggressive Authoritarian .04 .00 .12
.01
Multiple R .44 .41 .26 .16
Adjusted R
2
.09 .07 .00 .00
F(7, 56) 1.91
Psychological
Control
Structuring
Support
Externally
Directed
Predictors
1. Anger proneness .05 .10 .07 .08 .01
2. Main effects R
2
.13* .05 .13* .05 .03
Sex of child (1 male) .12 .12 .09 .14 .13
Aggressiveness .26
Confused
Worried
Attributions
Predictors
1. Social fearfulness .06 .39** .03 .09
2. Main effects R
2
.03 .02 .12
.02
Sex of child (1 male) .11 .08 .32* .02
Wariness .00 .07 .05 .16
Protectiveness .10 .06 .09 .04
3. Interactions R
2
.03 .10
.05 .05
Sex Wariness .11 .32 .10 .10
Sex Protectiveness .01 .47* .07 .55
Wariness Protectiveness .02 .01 .14 .57
Multiple R .24 .52 .42 .28
Adjusted R
2
.00 .18 .07 .00
F(7, 57) 0.51 2.96** 1.71 .68
Parenting Goals
Socialization
Social-
Interaction
Empathic/
Relational
Predictors
1. Social fearfulness .12 .09 .11
2. Main effects R
2
.04 .03 .02
Sex of child (1 male) .19 .13 .02
Wariness .03 .11 .11
Protectiveness .11 .06 .05
3. Interactions R
2
.05 .02 .12*
Sex Wariness .02 .09 .25*
Sex Protectiveness .03 .06 .06
Wariness Protectiveness .05 .06 .12
Multiple R .34 .25 .39
Adjusted R
2
.01 .00 .05
F(7, 57) 1.05 .55 1.45
Parenting Behavior
Structuring
Supportive
Externally
Directed
No
Response
Predictors
1. Social fearfulness .05 .36** .01 .06
2. Main effects R
2
.09
.01 .06
Wariness Protectiveness .01 .02 .08* .04
Multiple R .39 .50 .27 .24
Adjusted R
2
.05 .15 .00 .00
F(7, 57) 1.45 2.67* 6.65 .49