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In this chapter we consider how child temperament and parenting differences might influence one another and interact in shaping child adjustment. By temperament we mean concepts of individual differences in both reactivity and regulation (Rothbart & Bates, 2006). The frequently used threefactor model of temperament includes positive emotional reactivity, negative emotional reactivity, and self-regulation. Parenting differences are important because they occur in the primary context for socializing children (Maccoby & Martin, 1983). Parenting dimensions are not as well established as temperament dimensions, but research has shown dimensions of warmth—including supportiveness, positive involvement, responsiveness, affection, and nurturance—and control, which is often described in terms of harsh versus gentle and autonomy encouraging versus suppressing styles of control (Maccoby & Martin, 1983). Parental control probably includes more than one subdimension (Barber, Stolz, & Olsen, 2005; Bugental & Grusec, 2006), so in this chapter, we specify types of control when citing particular studies. One could treat temperament and parenting as independent, separate factors in accounting for adjustment outcomes, but studies suggest that they are related.

Temperament traits involve social behaviors and, as such, child temperament traits could elicit parenting behaviors. At the same time, parenting behaviors could shape the social behaviors that constitute the phenotype of temperament. For example, a child who laughs and smiles often would seem likely to elicit similar positive behavior from parents, compared with a child who is …