Early childhood antecedents of aggression and passive-withdrawal in early elementary school.
Early childhood antecedents of aggression and passive-withdrawal in early elementary school.
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小学早期的攻击性和被动退缩的幼儿期前因。
DOI：
10.1111/j.1467-6494.1989.tb00483.x
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发表时间：
1989
影响因子：
5
通讯作者：
Sroufe,LA
中科院分区：
文献类型：
--
作者：
Renken,B;Egeland,B;Marvinney,D;Mangelsdorf,S;Sroufe,LA
在一项大型的纵向研究中(N=191)评估了小学攻击性和被动退缩的儿童早期影响因素，从一个全面的数据库中选择了各种预测变量来代表几个主要因素(A)缺乏安全感和适应不良的发展史，(B)父母照顾不足或敌对，以及(C)从儿童早期测量中发现了压力或混乱的生活环境支持来预测这些行为问题(高达三分之一的方差)，结果随性别变化而变化，结果测量结果男孩比女孩更强，攻击性强于被动退缩的男孩在18个月时的结果与依恋分类密切相关。这些发现支持了Bowlby的观点，即早期获得的自我和其他方面的工作模式会影响后来的人际功能
Early childhood antecedents of elementary school aggression and passive‐withdrawal were evaluated in a large longitudinal study (N= 191) With teacher ratings as outcome measures, a variety of predictor variables were selected from a comprehensive data base Predictors were selected to represent several major factors (a) a developmental history of insecure attachment and poor adjustment, (b) inadequate or hostile parental care, and (c) stressful or chaotic life circumstances Support was found for the prediction of these behavior problems from early childhood measures (up to one third of the variance), with results varying with sex and outcome measure Results were stronger for boys than girls, and stronger for aggression than for passive‐withdrawal Boys' outcome was strongly related to attachment classification at 18 months It is suggested that these findings support Bowlby's view that early acquired “working models” of self and other affect later interpersonal functioning