Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?
Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?
复制标题
DOI：
10.1111/1467-8624.00366
复制
发表时间：
2001-09-01
影响因子：
4.6
通讯作者：
Burgess, KB
中科院分区：
文献类型：
--
作者：
Ladd, GW;Burgess, KB
这项调查解决了关系压力源和支持接口与已知的行为风险（侵略），影响早期出现的调整轨迹的问题。儿童的攻击风险，以及多种关系风险和保护因素（即，压力和同伴和教师关系的支持性特征），在396名儿童的样本中进行了评估，并用于预测从幼儿园秋季到一年级春季的心理功能和学校适应的变化。结果在很大程度上是一致的添加剂风险失调模型，除了少数例外，关系的经验预测调整超出儿童的积极的风险状态。然而，对于某些调整标准，有证据表明，关系压力或支持加剧或补偿与攻击行为有关的功能障碍。此外，与早发性相比，儿童的攻击性风险状态和关系压力源和支持的长期性与适应不良的变化有更强的关联。族裔群体进行的分析表明，非裔美国儿童，谁是他们的欧洲裔美国同学中的少数民族，更有可能经历特定的压力源（例如，慢性同伴排斥），并且不太可能得到某种形式的支持（例如，稳定的师生关系）。然而，关系风险和保护因素和后来的适应不良之间的预测联系的性质并没有显着不同的SES或种族的调查行为风险的重要性，结合儿童的人际关系环境的关系特征进行了讨论。
This investigation addressed the question of how relational stressors and supports interface with a known behavioral risk (aggression) to influence early emerging adjustment trajectories. Children's risk for aggression, as well as multiple relational risk and protective factors (i.e., stressful and supportive features of peer and teacher relationships), were assessed in a sample of 396 children and used to predict changes in psychological functioning and school adjustment from the fall of their kindergarten year to the spring of their first-grade year. Results were largely consistent with additive risk-maladjustment models; with few exceptions, relational experiences predicted adjustment beyond children's aggressive risk status. For some adjustment criteria, however, there was evidence to suggest that relational stressors or supports exacerbated or compensated for dysfunctions that were linked with aggressive behavior. Moreover, compared with early onset, the chronicity of children's aggressive risk status and relational stressors and supports bore a stronger association with changes in maladjustment. Analyses conducted by ethnic groups suggested that African American children, who were typically a minority among their European American classmates, were more likely to experience particular stressors (e.g., chronic peer rejection), and were less likely to be afforded some form of support (e.g., stable teacher-child closeness). However, the nature of the predictive linkages found between the relational risk and protective factors and later maladjustment did not differ substantially by SES or ethnicity The importance of investigating behavioral risks in conjunction with the relational features of children's interpersonal environments is discussed.