Links between Discipline Practices and Early Childhood Behavior Problems: Universal or Culture-Specific?

Harsh parental disciplinary approaches can negatively impact children emotionally and behaviorally, and early childhood mental health difficulties can impact later life functioning. We examined parental disciplinary approaches (i.e., inductive and power assertion approaches) during childhood in relation to internalizing, externalizing, and total behavior problems across 14 countries. We hypothesized that discipline practice indicators would explain both within- and between-group variance based on differential values, socialization goals, and acceptance of varying approaches across cultures. Caregivers (N = 865) across 14 countries (M = 61 families per site) reported child (Mage = 26.88 months, SDage = 5.65 months; 52% boys) behavioral, social, and emotional functioning as well as parent disciplinary techniques. Utilizing multilevel modeling, the role of within- and between-culture variance in disciplinary techniques in relation to overall problem behaviors, internalizing problems, and externalizing problems was assessed. Total behavior problems and internalizing problems were predicted by shouting, hitting, and taking privileges. Externalizing problems were predicted by shouting and taking privileges. Further, random slope effects were significant in predicting internalizing problems with parental hitting and taking away privileges. Overall hypotheses were supported. Findings suggest evidence of more universal and some culture-specific prediction in the relations between discipline techniques and behavioral outcomes. Prevention/treatment approaches for child behavior problems aimed at reduction of parental coercive discipline practices may be relevant across different cultures.