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Mentioned by

twitter
3 X users
facebook
1 Facebook page
bluesky
1 Bluesky user

Readers on

mendeley
298 Mendeley
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Article details
Title
Child Temperament Moderates Effects of Parent–Child Mutuality on Self‐Regulation: A Relationship‐Based Path for Emotionally Negative Infants
Published in
Child Development, July 2012
DOI 10.1111/j.1467-8624.2012.01778.x
Pubmed ID
Authors
Abstract

This study examined infants' negative emotionality as moderating the effect of parent-child mutually responsive orientation (MRO) on children's self-regulation (n=102). Negative emotionality was observed in anger-eliciting episodes and in interactions with parents at 7 months. MRO was coded in naturalistic interactions at 15 months. Self-regulation was measured at 25 months in effortful control battery and as self-regulated compliance to parental requests and prohibitions. Negative emotionality moderated the effects of mother-child, but not father-child, MRO. Highly negative infants were less self-regulated when they were in unresponsive relationships (low MRO), but more self-regulated when in responsive relationships (high MRO). For infants not prone to negative emotionality, there was no link between MRO and self-regulation. The "regions of significance" analysis supported the differential susceptibility model not the diathesis-stress model.

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Timeline Attention over time Attention Score history
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X Demographics

X Demographics

The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley demographics

Mendeley demographics

The data shown below were compiled from readership statistics for 298 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Geographical breakdown
Country Count As %
United States 5 2%
Turkey 1 <1%
Netherlands 1 <1%
Italy 1 <1%
United Kingdom 1 <1%
Canada 1 <1%
Belgium 1 <1%
Unknown 287 96%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Ph. D. Student 85 29%
Student > Master 41 14%
Student > Doctoral Student 34 11%
Student > Bachelor 27 9%
Researcher 25 8%
Other 27 9%
Unknown 59 20%
Readers by discipline
Readers by discipline Count As %
Psychology 175 59%
Social Sciences 29 10%
Arts and Humanities 5 2%
Medicine and Dentistry 5 2%
Nursing and Health Professions 4 1%
Other 11 4%
Unknown 69 23%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 04 June 2026.
All research outputs
#20,018,414
of 32,857,301 outputs
Outputs from Child Development
#3,930
of 4,957 outputs
Outputs of similar age
#131,743
of 205,352 outputs
Outputs of similar age from Child Development
#11
of 20 outputs
Altmetric has tracked 32,857,301 research outputs across all sources so far. This one is in the 38th percentile – i.e., 38% of other outputs scored the same or lower than it.
So far Altmetric has tracked 4,957 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 27.6. This one is in the 20th percentile – i.e., 20% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 205,352 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 35th percentile – i.e., 35% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 20 others from the same source and published within six weeks on either side of this one. This one is in the 45th percentile – i.e., 45% of its contemporaries scored the same or lower than it.