Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts.
Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts.
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DOI：
10.1037/dev0000076
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发表时间：
2016-02
影响因子：
4
通讯作者：
Sarmadi Z
中科院分区：
文献类型：
--
作者：
Flouri E;Sarmadi Z
本研究探讨了亲社会行为和环境（学校和邻里）风险之间的相互作用，在儿童的轨迹外化和内化的问题，在3岁，5岁和7岁。样本是9，850个千禧年队列研究家庭，他们在队列儿童3岁时居住在英格兰。邻里环境被捕获的比例补贴（社会租赁）住房在附近和学校的背景下，学校水平的成就。即使在调整了儿童和家庭水平的协变量后，亲社会行为与入学时较低水平的问题行为及其前后的轨迹有关。邻里社会住房与问题行为的轨迹有关，而学校水平的成绩与入学时较低水平的问题行为有关。亲社会和问题行为之间的负相关更强的孩子就读于低性能学校或生活在弱势社区。低亲社会行为的不利“影响”，与低同理心和内疚，并与收缩的情绪，对内化和外化的问题似乎加剧了高风险的情况下。
This study investigated the role of the interaction between prosocial behavior and contextual (school and neighborhood) risk in children’s trajectories of externalizing and internalizing problems at ages 3, 5, and 7. The sample was 9,850 Millennium Cohort Study families who lived in England when the cohort children were aged 3. Neighborhood context was captured by the proportion of subsidized (social rented) housing in the neighborhood and school context by school-level achievement. Even after adjustment for child- and family-level covariates, prosocial behavior was related both to lower levels of problem behavior at school entry and to its trajectory before and after. Neighborhood social housing was related to the trajectory of problem behavior, and school-level achievement to lower levels of problem behavior at school entry. The negative association between prosocial and problem behavior was stronger for children attending low-performing schools or living in disadvantaged neighborhoods. The adverse “effect” of low prosocial behavior, associated with low empathy and guilt and with constricted emotionality, on internalizing and externalizing problems appears to be exacerbated in high-risk contexts.