Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence:A Comparison of Parent and Teacher Ratings.
Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence:A Comparison of Parent and Teacher Ratings.
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DOI：
10.1007/s10802-018-0407-9
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发表时间：
2018-07
影响因子：
3.6
通讯作者：
Dodge KA
中科院分区：
文献类型：
--
作者：
Olson SL;Davis-Kean P;Chen M;Lansford JE;Bates JE;Pettit GS;Dodge KA
我们的主要目标是比较从幼儿园到8年级（5岁到13岁）的各个发展阶段教师和母亲对显性攻击、隐性攻击、反对性反抗、冲动/注意力不集中和情绪失调的评分的长期增长模式。我们还确定了三个突出的背景特征，家庭SES，儿童种族和儿童性别，差异预测的增长离散类别的儿童外化症状的发展。参与者是549名10岁以下的儿童（51%为男性; 83%为欧洲裔美国人; 17%为非洲裔美国人），他们的问题行为由教师和家长连续一年评估，直到8年级。潜增长曲线分析进行了每个组件规模，与外部化的整体指数，在一个分段的方式，包括两个发展时期：K-1和1-8级。我们的研究结果表明，有显着的差异和相似之处，在他们的关注程度的具体形式的外化问题，在整个发展的问题行为报告的变化模式，以及在何种程度上，他们的评级与儿童的性别，种族和家庭SES背景的具体问题。因此，这些数据提供了新的信息的问题，很少得到经验的关注，并了解儿童的长期外化问题的发展和预防具有重要意义。
Our main goal was to compare long-term growth patterns in teachers’ and mothers’ ratings of Overt Aggression, Covert Aggression, Oppositional Defiance, Impulsivity/inattention, and Emotion Dysregulation across developmental periods spanning kindergarten through grade 8 (ages 5 to 13 years). We also determined whether three salient background characteristics, family SES, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 549 kindergarten-age children (51% male; 83% European American; 17% African American) whose problem behaviors were rated by teachers and parents each successive year of development through 8th grade. Latent growth curve analyses were performed for each component scale, contrasting with an overall index of externalizing, in a piecewise fashion encompassing two periods of development: K-1and grades 1–8. Our findings showed that there were salient differences and similarities between informants in their levels of concern about specific forms of externalizing problems, patterns of change in problem behavior reports across development, and in the extent to which their ratings of specific problems were associated with children’s gender, ethnicity, and family SES backgrounds. Thus, these data provided novel information about issues that have received scant empirical attention and have important implications for understanding the development and prevention of children’s long-term externalizing problems.
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影响因子：
3.6
作者：
Keiley, MK;Bates, JE;Pettit, GS
通讯作者：
Pettit, GS
影响因子：
6.4
作者：
Hay, Dale F.
通讯作者：
Hay, Dale F.
影响因子：
56.9
作者：
DODGE, KA;BATES, JE;PETTIT, GS
通讯作者：
PETTIT, GS
影响因子：
11.3
作者：
Bezdjian, Serena;Krueger, Robert F.;Derringer, Jaime;Malone, Steve;McGue, Matt;Iacono, William G.
通讯作者：
Iacono, William G.
影响因子：
4.6
作者：
CRICK, NR;GROTPETER, JK
通讯作者：
GROTPETER, JK