Childhood aggression, depressive symptoms, and peer rejection: The                 mediational model revisited

Morrow, Michael T.; Hubbard, Julie A.; McAuliffe, Meghan D.; Rubin, Ronnie M.; Dearing, Karen F.

doi:10.1177/0165025406066757

Cited by 41 publications

(33 citation statements)

References 51 publications

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“…These data clearly show that adverse parenting behaviors, particularly frequent corporal punishment, are important contributors to the growth of peer aggression in young children. High levels of aggressive behavior in kindergarten have been linked with chronic, cascading social and academic difficulties that include peer victimization (e.g., Morrow, Hubbard, McAuliffe, Rubin, & Dearing, 2006), use of illicit substances (Dodge et al, 2009), and poor educational attainment in early adulthood (Vitaro, Brendgen, Larose, & Tremblay, 2005). Thus, our data highlight the need for family intervention during the early preschool years.…”

Section: Resultsmentioning

confidence: 99%

Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting

et al. 2011

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This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children’s peer-directed aggression at early school age. Participants were 1993-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children’s self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children’s peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children’s early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years.

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Section: Resultsmentioning

confidence: 99%

Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting

et al. 2011

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“…When compared with parental support and teacher support, student–student support was the strongest correlate of adolescents’ depressive symptoms for girls and boys and for Chinese and American adolescents. Research has consistently suggested that peer rejection is a particular strong correlate of depressive symptoms during adolescence (Morrow, Hubbard, McAuliffe, Rubin, & Dearing, 2006; Pedersen, Vitaro, Barker, & Borge, 2007; Prinstein & Aikins, 2004). The striking aspect of this finding is the lack of nationality or sex differences in the association between peer support and depressive symptoms, drawing attention to the importance of peer support (or the negative influence of peer rejection) in both the American and Chinese contexts and for both boys and girls.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents

Jia¹,

et al. 2009

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This study explored students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.

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“…However, some children show persisting externalizing problems and do not reduce their aggressive behaviors across the transition from the preschool period to the middle- and late-childhood period (NICHD Early Child Care Research Network, 2004). These children have been shown to have a wide range of adjustment problems in both social and academic domains across the school-age years (Caspi & Moffitt, 1995; Dodge, Greenberg, & Malone, 2008; Morrow, Hubbard, McAuliffe, Rubin, & Dearing, 2006). Thus, research has focused on identifying specific developmental and child-level characteristics that predict persisting forms of aggressive and externalizing behavior problems into the early school period (Shaw, Gilliom, Ingoldsby, & Nagin, 2003) in order to more effectively target children at highest risk of poor outcomes via intervention or treatment (i.e., those who are less likely to desist from normatively high initial levels of aggression).…”

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confidence: 99%

Early Callous-Unemotional Behavior, Theory-of-Mind, and a Fearful/Inhibited Temperament Predict Externalizing Problems in Middle and Late Childhood

Song

Waller

Hyde

et al. 2015

J Abnorm Child Psychol

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Childhood externalizing problems are more likely to be severe and persistent when combined with high levels of callous-unemotional (CU) behavior. A handful of recent studies have shown that CU behavior can also be reliably measured in the early preschool years, which may help to identify young children who are less likely to desist from early externalizing behaviors. The current study extends previous literature by examining the role of CU behavior in very early childhood in the prediction of externalizing problems in both middle and late childhood, and tests whether other relevant child characteristics, including Theory-of-Mind (ToM) and fearful/inhibited temperament moderate these pathways. Multi-method data, including parent reports of child CU behavior and fearful/inhibited temperament, observations of ToM, and teacher-reported externalizing problems were drawn from a prospective, longitudinal study of children assessed at ages 3, 6, and 10 (N=241; 48% female). Results demonstrated that high levels of CU behavior predicted externalizing problems at ages 6 and 10 over and above the effect of earlier externalizing problems at age 3, but that these main effects were qualified by two interactions. High CU behavior was related to higher levels of externalizing problems specifically for children with low ToM and a low fearful/inhibited temperament. The results show that a multitude of child characteristics likely interact across development to increase or buffer risk for child externalizing problems. These findings can inform the development of targeted early prevention and intervention for children with high CU behavior.

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Childhood aggression, depressive symptoms, and peer rejection: The mediational model revisited

Cited by 41 publications

References 51 publications

Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting

Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting

The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents

Early Callous-Unemotional Behavior, Theory-of-Mind, and a Fearful/Inhibited Temperament Predict Externalizing Problems in Middle and Late Childhood

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