Developmental Trajectories of Physical Aggression and Prosocial Behavior in Early Childhood: Family Antecedents and Psychological Correlates

Autor/inn/en	Jambon, Marc; Madigan, Sheri; Plamondon, André; Jenkins, Jennifer
Titel	Developmental Trajectories of Physical Aggression and Prosocial Behavior in Early Childhood: Family Antecedents and Psychological Correlates
Quelle	In: Developmental Psychology, 55 (2019) 6, S.1211-1225 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jambon, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000714
Schlagwörter	Foreign Countries; Preschool Children; Aggression; Prosocial Behavior; Child Behavior; Family Environment; Parent Influence; Conflict; Predictor Variables; Parent Child Relationship; Interpersonal Competence; Parenting Styles; Intelligence Tests; Verbal Ability; Vocabulary; Receptive Language; Prereading Experience; Achievement Tests; Theory of Mind; Depression (Psychology); Measures (Individuals); Symptoms (Individual Disorders); Canada; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Konflikt; Prädiktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kompetenz; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Rezeptive Kommunikationsfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Messdaten; Psychiatrische Symptomatik; Kanada
Abstract	Research has documented various family and individual risk factors associated with severe conduct problems, but little is known about the developmental origins of children who engage in both aggressive and prosocial interactions with others. The present study utilized growth-mixture modeling to identify distinct trajectories of physical aggression and prosocial behavior across the preschool years in a large (n = 424), diverse (42% immigrant) Canadian sample. Parent ratings of aggression and prosocial behavior were assessed at ages 3, 4.5, and 6 years. Observed mother-child interactions and mother-reported child exposure to interparental conflict were measured at 1.5 and 3 years. Children's psychological functioning (language ability, academic achievement, theory of mind understanding) was assessed at ages 3 and 4.5. Four trajectory classes emerged. Most children (74%) showed low/moderate-declining aggression and high/moderate-increasing prosocial behavior ("prosocial" and "desisting" classes), whereas a minority (7%) were highly aggressive and relatively low in prosocial behavior ("chronic aggressive" class). The remaining 19% of children exhibited low-increasing aggression and moderate-stable prosocial behavior ("escalating" class). Increased exposure to interparental conflict between 1.5 and 3 years uniquely predicted membership in the escalating compared with the prosocial group, whereas prosocial and escalating children did not differ in positive parent-child interactions in toddlerhood. Children in the escalating class demonstrated typical psychological functioning relative to prosocial children, and both outperformed chronically aggressive youth. These findings highlight the need to move beyond a singular deficit-model to consider alternative pathways by which socially skilled children may develop aggressive tendencies. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01