Preschool developmental pathways to preadolescent internalizing and externalizing problems
Preschool developmental pathways to preadolescent internalizing and externalizing problems
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DOI：
10.1111/1469-7610.00763
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发表时间：
2001-07-01
期刊：
影响因子：
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通讯作者：
Koot, HM
中科院分区：
文献类型：
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作者：
Mesman, J;Bongers, IL;Koot, HM
本研究调查了从特定的学前早期行为问题（2-3岁）到青春期前（10-11岁）的内化和外化问题的纵向路径，以及入学时的社会问题（4-5岁）在这一路径中的作用。通过对来自普通人群的251至346名儿童的家长和教师报告进行通径分析。取决于每次评估时家长和老师数据的可用性。结构方程模型揭示了同型内化和外化途径，预测了学龄前早期外化问题到后期内化问题。以及从早期内化问题到青春期前外化问题的负面预测路径。在家长报告的2-3岁儿童的攻击性和过度活动和教师报告的10- 11岁儿童的外化问题之间发现了跨8年的交叉信息预测。进一步。结果表明，男孩的内化途径比女孩更复杂，预测效度更高，入学时的社会问题对内化问题的途径起着重要作用，但仅对男孩有效。结果从发展精神病理学的角度进行了讨论。
The present study investigated longitudinal pathways from specific early preschool behavioral problems (ages 2-3 years) to internalizing and externalizing problems in preadolescence (ages 10-11 years), and the role of social problems at school entry (ages 4-5 years) in such pathways. Path analyses were performed using both parent and teacher reports in a sample of 251 to 346 children from the general population. depending on the availability of parent and teacher data at each time of assessment. Structural equation modeling revealed homotypic internalizing and externalizing pathways, predictions from early preschool externalizing problems to later internalizing problems. and negative predictive paths from early internalizing problems to externalizing problems in preadolescence. Cross-informant predictions spanning 8 years were found between parent-reported aggression and overactivity at ages 2-3 years and teacher- reported externalizing problems at ages 10- 11 years. Further. results showed that boys' pathways were more complex and showed greater predictive validity than pathways for girls, and that social problems at school entry played a significant role in pathways to internalizing problems, but only for boys. The results are discussed from a developmental psychopathology perspective.