Examining the Heterotypic Continuity of Aggression Using Teacher Reports: Results from a National Canadian Study

Autor/inn/en	Miller, Jessie L.; Vaillancourt, Tracy; Boyle, Michael H.
Titel	Examining the Heterotypic Continuity of Aggression Using Teacher Reports: Results from a National Canadian Study
Quelle	In: Social Development, 18 (2009) 1, S.164-180 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2008.00480.x
Schlagwörter	Aggression; Females; Factor Analysis; Foreign Countries; Social Development; Longitudinal Studies; Teachers; Data Collection; Correlation; Prediction; Elementary School Students; Predictor Variables; Gender Differences; Social Behavior; Student Behavior; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Faktorenanalyse; Ausland; Soziale Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrer; Lehrerin; Lehrende; Data capture; Datensammlung; Korrelation; Vorhersage; Prädiktor; Geschlechterkonflikt; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Kanada
Abstract	This study examined the heterotypic continuity of aggression hypothesis (physical to indirect) using independent teacher reports of aggression drawn from a nationally representative sample of 749 Canadian girls and boys. Confirmatory factor analysis using an accelerated longitudinal design confirmed a two-factor model of physical and indirect aggression that was stable across time, but not sex. Mean levels of indirect aggression were highest for girls whereas mean levels of physical aggression were highest for boys. Results of a series of path analyses indicated statistically significant cross-lagged effects that varied by sex. Physical aggression at Time 1 (T1; aged six to nine years) significantly predicted increased levels of indirect aggression at Time 2 (T2; girls only) and Time 3 (T3; boys and girls). Indirect aggression at T1 predicted decreased physical aggression at T2 (boys only) and at T3 (boys and girls). These results offer support for the heterotypic continuity of aggression and underscore the usefulness of teacher reports in studies of childhood aggression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10