Patterns of Change in Early Childhood Aggressive-Disruptive Behavior: Gender Differences in Predictions from Early Coercive and Affectionate Mother-Child Interactions

Abstract

The present study focused on mother-child interaction predictors of initial levels and change in child aggressive and disruptive behavior at school from kindergarten to third grade. Aggression-disruption was measured via annual reports from teachers and peers. Ordinary least-squares regression was used to identify 8 separate child aggression trajectories, 4 for each gender: high initial levels with increases in aggression, high initial levels with decrease in aggression, low initial levels with increases in aggression, and low initial levels with decreases in aggression. Mother-child interaction measures of coercion and nonaffection collected prior to kindergarten were predictive of initial levels of aggression-disruption in kindergarten in both boys and girls. However, boys and girls differed in how coercion and nonaffection predicted change in aggression-disruption across elementary school years. For boys, high coercion and nonaffection were particularly associated with the high-increasing-aggression trajectory, but for girls, high levels of coercion and nonaffection were associated with the high-decreasing-aggression trajectory. This difference is discussed in the context of Patterson et al.'s coercion training theory, and the need for gender-specific theories of aggressive development is noted.

Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems

“…However, when data from boys and girls are analyzed separately, there can be different conclusions for boys and girls (e.g., Coie, Terry, Lenox, et al, 1995). Moreover, when sex has been explicitly tested as a moderator (i.e., Predictor × Sex Interaction), differences in specific parenting (e.g., McFaydenKetchum, Bates, Dodge, & Pettit, 1996) and peer relationship (e.g., Kupersmidt, Burchinal, & Patterson, 1995;Laird et al, 1999) processes predicting antisocial behavior development have been identified. It is not clear, however, whether sex differences are so pervasive as to indicate the need for different models for boys and girls.…”

Consistencia interparental y su relación con la agresión y la sintomatología depresiva en niños y adolescentes

“…La escasez de trabajos que han explorado el patrón específico de inconsistencia en problemas exteriorizados e interiorizados no nos permite hacer comparaciones. Sin embargo, la relevancia de la inconsistencia en el control parental es coherente con aquellos estudios, que establecen una clara relación entre los problemas exteriorizados y la presencia de hábitos de crianza inadecuados relacionados con el control y la gestión de límites: control autoritario, control laxo y permisivo, ausencia de límites o ausencia de supervisión (McFadyen-Ketchum, Bates, Dodge y Pettit, 1996;Pettit y Dodge, 1993). En términos de inconsistencia globalmente considerada, algunos trabajos más recientes, están en sintonía con este patrón diferencial de inconsistencia interparental asociado a las manifestaciones exteriorizadas e interiorizadas.…”

The Interactive Effects of Mothers' Reactions and Children's Temperament on 3- to 6-Year-Olds' Aggression

“…Evidence shows that mothers' parenting style (indirect influence) influences children's aggression. For example, children of mothers who are warm, responsive and use low levels of coercion tend to be more socially competent and less aggressive with peers (McFadyen-Ketchum, Bates, Dodge, & Pettit, 1996;Mize & Pettit, 1997). The use of corporal punishments increased childhood aggressive behavior (Gershoff, 2002).…”