Developmental trajectories of aggressive behavior in children from ages 8 to 10: The role of sex and hormones

Azurmendi, Aitziber; Pascual-Sagastizábal, Eider; Vergara, Ana I.; Múñoz, José Manuel; Braza, Paloma; Carreras, Rosario; Braza, Francisco; Sánchez-Martín, José R.

doi:10.1002/ajhb.22750

Cited by 15 publications

(13 citation statements)

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“…Prior research has found a positive association between various steroid hormones (testosterone and cortisol) and aggressive behavior in children across different age groups (Azurmendi et al, 2016; Lerner et al, 2007; Sánchez-Martín et al, 2000), a finding which has prompted some authors to postulate that said hormones contribute to the development and maintenance of aggression in school-aged children. Nevertheless, the results of this present study seem to demonstrate that it is psychological factors (anger and empathy) that best define or discriminate the psychobiological profile linked to aggressive behavior, more so than hormone ones, since under equal biological conditions (higher testosterone and cortisol levels), subjects with higher levels of anger and lower levels of empathy were found to be more aggressive.…”

Section: Discussionmentioning

confidence: 99%

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Aggressive Behavior in School-aged Children: Clusters based on Anger, Empathy and Testosterone and Cortisol Measures

et al. 2019

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The aim of this piece of research was to study the existence of clusters based on anger, empathy and cortisol and testosterone measures associated with aggressive behavior in school-aged children. The sample group comprised 139 eight-year-old children (80 boys and 59 girls). Aggressive behavior was measured using the Direct and Indirect Aggression Scale. Both psychological and biological variables were used to determine psychobiological profiles. The psychological variables considered were trait anger, measured using the State-Trait Anger Expression Inventory for Children and Adolescents, and empathy, measured using the Empathy Quotient-Child Version. Testosterone and cortisol concentrations were measured through saliva samples and analyzed using an ELISA (Enzyme-linked immunosorbent assay). A Cluster Analysis revealed three clusters which were clearly different as regards their psychological and biological characteristics. The analysis of variance (ANOVA) revealed that the cluster characterized by having higher anger levels, lower empathy levels and higher testosterone and cortisol levels was more aggressive than the other two (p < .0001, η2 = .19). The results indicate that studying psychological and biological variables together may help establish differentiated aggression patterns among children.

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Section: Discussionmentioning

confidence: 99%

“…McBurnett et al, 2000), there are also several studies which have observed a positive association between these two variables (e.g. Azurmendi et al, 2016; Barzman et al, 2013).…”

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Aggressive Behavior in School-aged Children: Clusters based on Anger, Empathy and Testosterone and Cortisol Measures

et al. 2019

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“…However, in adolescence anxiousness may even become a risk factor for late onset or aggravation of offending (Loeber et al, 2008;Zara and Farrington, 2009). Some research suggests that an increase of cortisol in late childhood relates to an increase in aggressive behavior, but estradiol may have a buffering effect (Azurmendi et al, 2016).…”

Section: The Role Of Protective Factorsmentioning

confidence: 99%

Adrenocortical Activity and Aggressive Behavior in Children: A Longitudinal Study on Risk and Protective Effects

Bender

Lösel

2021

Front. Psychol.

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Most research on aggression and delinquency concentrates on risk factors. There has been less attention for protective factors and mechanisms, in particular with regard to biosocial influences. Based on theories of autonomous arousal and stress reactance the present study addresses the influence of adrenocortical activity as a risk and/or protective factor in the development of antisocial behavior in children. We also investigated relations to anxiousness and family stressors. In a prospective longitudinal study of 150 German boys, the first measurement took place at preschool age and contained an assessment of cortisol after waking up and 30 min later. Aggressiveness and anxiousness of the children were assessed by the kindergarten teachers with the Social Behavior Questionnaire. After 6 years, the children's behavior was rated by the teachers in middle school. Variable-oriented data analyses revealed a significant correlation between the total amount of cortisol after waking up and 30 min later (AUCG) and anxiousness both cross-sectionally and longitudinally, but not with aggressiveness. A family stress index correlated positively with aggressiveness but neither with cortisol nor with anxiousness. There were significant correlations between aggressiveness and anxiousness at kindergarten age and the respective behavior problems 6 years later. In a linear regression analysis on aggression only family stress had a significant effect but anxiousness not. Moderator analyses on aggressiveness with anxiousness and AUCG or on AUCG with anxiousness and aggressiveness did not show any significant interactions. Longitudinally, only aggression significantly predicted aggression 6 years later in a linear regression. In addition to variable-oriented analyses, we also applied a person-oriented approach to investigate specific patterns of behavior. Children who were high in both aggressiveness and anxiousness had the highest cortisol level and those with low anxiousness and high aggressiveness the lowest. The groups with different patterns of externalizing and internalizing problems at preschool age showed significant differences in aggression 6 years later. Our results underline the need for complex pattern analyses on cortisol, aggression, and anxiousness in children and for a differentiated consideration of emotional reactive aggression and unemotional instrumental aggression.

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“…Ahora bien, en cuanto a la asociación entre las variables de estudio. Específicamente, la asociación positiva entre las CAR (dieta, atracón-purga y control oral) y la habilidad social en las mujeres (es decir a mayor CAR mayores puntuaciones del CABS [agresividad]), desde la biología se ha explicado que las personas quienes practican CAR o quienes tienen TCA, presentan altos niveles de Cortisol por lo que tienden a la agresividad (Warren, 20011) y recientemente, se ha encontrado una relación positiva entre esta hormona y la agresividad (Azurmendi et al, 2016;Pacheco, 2017). Considerando el aspecto psicológico, se ha encontrado que personas quienes llevan a cabo CAR suelen tener mayor dificultad en el manejo emocional y de socialización por lo que puede verse reflejada la agresividad consigo mismas y con las demás personas (Cruz-Sáez, Pascual, Extebarría, & Echeburúa, 2013;Romero et al, 2015).…”

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Risk eating behaviors, perception of parental practices and assertive behaviors in high school students

et al. 2020

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Background: Late adolescence is considered a risk stage for psychological health. The objective of this research was evaluating the association among risk eating behaviors (REB), parental practices and assertive behavior in high school students according to sex. Method: With a non-experimental design and transversal study participated 200 students (104 men and 96 women) from a public high school with age mean of 16.52 (SD = 1.05 years), who after signing informed consent fulfilled the Eating Attitudes Test-26 (EAT), the Scale of Parental Practices for Adolescents (PP-A) which has nine subscales, four towards the father (PPf) and five towards the mother (PPm) and the Assertive Behavior Scale (CABS), all of them validated for Mexican population. Results: Differential associations were found according to sex: in women, EAT-26-Total was associated with CABS-Total, parental Communication, maternal Imposition and maternal Psychological Control (rs = -.36, .25, -.28, -.36, respectively); but in men, was only associated with parental Imposition (rs = -.30). The CABS-Total was associated with all PPm subscales in women (range rs = .22 to .36) and in men only with Communication, Psychological and Behavioral Control (rs = .30 .35, -.23). Conclusion: The high school students –women to a greater degree– higher REB greater aggressive style (no assertiveness), greater maternal psychological control and less maternal behavioral control.

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Developmental trajectories of aggressive behavior in children from ages 8 to 10: The role of sex and hormones

Abstract: Our results highlight the importance of studying aggressive behavior from a longitudinal perspective, taking into account sex differences and biological measures.

Cited by 15 publications

References 71 publications

Aggressive Behavior in School-aged Children: Clusters based on Anger, Empathy and Testosterone and Cortisol Measures

Aggressive Behavior in School-aged Children: Clusters based on Anger, Empathy and Testosterone and Cortisol Measures

Adrenocortical Activity and Aggressive Behavior in Children: A Longitudinal Study on Risk and Protective Effects

Risk eating behaviors, perception of parental practices and assertive behaviors in high school students

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