Interplay between Genetic and Environmental Influences on the Development of Aggressive–Antisocial Behavior during Childhood and Adolescence

Vitaro, Frank; Brendgen, Mara; Tremblay, Richard E.

doi:10.1002/9781119057574.whbva022

Cited by 5 publications

(3 citation statements)

References 52 publications

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“…Results clearly showed that children's use of aggression can be influenced through their close friendships, even when genetic effects are controlled. However, in a follow‐up study of the same MZ twins from middle childhood to early adolescence, no effect of best friends’ aggression was found (Vitaro et al., ), possibly because older children increasingly select their social environment in tune with their genetic dispositions (Vitaro, Brendgen, & Tremblay, ).…”

Section: Genetic Effectsmentioning

confidence: 99%

Sex differences in the development of physical aggression: An intergenerational perspective and implications for preventive interventions

Tremblay

Côté

2019

Infant Mental Health Journal

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This article reviews the state of knowledge on the development of chronic physical aggression (CPA), with the aim of identifying the most effective prevention strategies. We specifically focus on the early development of physical aggression, on sex differences in the use of physical aggression, and on the transmission of behavior problems from one generation to the other. The body of research on the development of CPA from the past three decades that we review shows increasing evidence that its prevention requires a long‐term biopsychosocial developmental approach which also must include an intergenerational perspective. Recent genetic and epigenetic research has indicated that there are both important genetic and environmental effects on gene expression which start at conception. We conclude that one of the most effective strategies to break the intergenerational transmission of CPA involves giving long‐term support to pregnant women with a history of behavior problems, their spouse, and their offspring.

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Section: Genetic Effectsmentioning

confidence: 99%

Sex differences in the development of physical aggression: An intergenerational perspective and implications for preventive interventions

Tremblay

Côté

2019

Infant Mental Health Journal

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“…The first aim of the current study was to examine trajectories of relational and physical aggression across early childhood. Researchers have found that physical aggression typically peaks in toddlerhood (i.e., 18-30 months) and then decreases across early childhood (Tremblay, 2000;Vitaro & Brendgen, 2011). Relational aggression is first observable at around 30 months of age (Crick et al, 2006) and becomes more prevalent in middle childhood with a peak in early adolescence (Fite & Pederson, 2018).…”

Section: Trajectories Of Aggressive Behavior In Early Childhoodmentioning

confidence: 99%

Trajectories of physical and relational aggression across early childhood: Relations with peer risk factors

Perry

Ostrov

2023

Aggressive Behavior

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The goal of the current study was to examine trajectories of relational and physical aggression in early childhood and evaluate peer predictors of these trajectories (i.e., peer rejection, relational victimization, and physical victimization). The study spanned three-time points (T1 in the spring, T2 in the fall, and T3 in the spring) in early childhood (N = 300; 44.0% girls; M age = 44.70 months, SD = 4.38; 3.0% African American/Black, 7.6% Asian/Asian American/Pacific Islander, 1.0% Hispanic/Latinx, 11.3% multiracial, 62.1% White, and 15.0% missing/unknown). Observations of peer victimization and teacher report of peer rejection were collected at T1, and teacher report of aggression was collected at all time points. Results from piecewise latent growth models demonstrated that both forms of aggression decreased from T1 to T2 as children entered a new classroom and increased from T2 to T3 as they remained in that classroom. The increase in physical aggression from T2 to T3 was only significant for boys. Peer rejection at T1 emerged as a predictor of both intercepts and slopes from T1 to T2, and physical victimization predicted the physical aggression intercept and physical aggression slope from T1 to T2. Children high on these peer risk variables had higher initial levels of aggression, followed by a greater decrease in aggression from T1 to T2. Results underscore the importance of studying incremental change in aggression in early childhood and suggest that children who experience negative peer treatment have greater fluctuations in aggression over time.

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“…Relational aggression has been reliably observed around 30 months, and a wealth of research has examined relational aggression during early childhood (e.g., 106 articles examined relational aggression for children 0-8 years of age; for a review, see Swit & Slater, 2021). Relational aggression has been theorized to increase as children get older, and peaks in early adolescence (Crick et al, 2006;Fite & Pederson, 2018) and physical aggression peaks in toddlerhood, is common in preschool, and substantially decreases by middle childhood (Tremblay, 2000;Vitaro & Brendgen, 2011). Children who demonstrate higher levels of aggressive behavior as they leave preschool are at a risk for a number of negative outcomes, such as peer, academic, and psychological difficulties (Early Child Care Research Network, 2004).…”

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confidence: 99%

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

Perry,

Perhamus,

Memba

et al. 2024

School Psychology

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Understanding classroom-level correlates of preschool children's aggressive behavior is critical to identifying multiple avenues for intervention within schools. The present school-based study evaluated the reliability and validity of a classroom-level measure of physical and relational aggression and examined a social-ecological model to test whether individual variables (i.e., temperament), dyadic peer factors (i.e., peer victimization, the number of a child's play partners), and classroom-level aggression were associated with individual aggression. Observations of play partners and teacher reports of temperament (i.e., daring, prosociality, and negative emotionality), peer victimization (i.e., physical and relational victimization), and classroom aggression were collected in a sample of preschoolers (N = 307; M age = 48.99 months, SD = 7.51). Observer reports of aggression were used to create aggression severity and directionality scores, reflecting the overall level of aggression a child displays and their propensity to use physical relative to relational aggression, respectively. There was evidence to support the reliability and validity of the classroom-level aggression measure providing initial support that this measure could be used by school psychologists. A multilevel regression model indicated that higher levels of negative emotionality, daring, and a greater number of play partners were associated with higher levels of aggression severity. Children in classrooms with more relational aggression were more likely to use relational instead of physical aggression. These findings demonstrate the importance for school psychologists to account for multiple levels of influence when examining preschoolers' aggression. Impact and ImplicationsThe present study addressed gaps in the school psychology literature by evaluating the association between preschoolers' classroom-level aggression and their individual aggression while controlling for child temperament and dyadic peer experiences. Results demonstrated that classroom relational aggression was associated with the type of aggressive behavior a child uses (i.e., relational aggression), whereas temperament was more strongly related to the severity of a child's aggressive behavior. These findings indicate that school psychologists should consider individual-, dyadic-, and classroom-level factors when considering children's aggressive behavior.

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Interplay between Genetic and Environmental Influences on the Development of Aggressive–Antisocial Behavior during Childhood and Adolescence

Cited by 5 publications

References 52 publications

Sex differences in the development of physical aggression: An intergenerational perspective and implications for preventive interventions

Sex differences in the development of physical aggression: An intergenerational perspective and implications for preventive interventions

Trajectories of physical and relational aggression across early childhood: Relations with peer risk factors

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

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