The influence of social context on early aggression

社会背景对早期攻击行为的影响

• 批准号: 6805831
• 负责人: JENNIFER J MCCOMAS
• 金额: $ 6.43万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-30 至 2006-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6805831
• 关键词: aggression; behavior test; behavioral /social science research tag; child behavior; child mental disorders; clinical research; data collection methodology /evaluation; early experience; elementary school; gender difference; interpersonal relations; learning; longitudinal human study; negative reinforcements; peer group; preschool child (1-5); social behavior; socializations; teacher; urban area

DESCRIPTION (provided by applicant): Antisocial and aggressive behavior among children and youth is a nationally recognized public health problem. From a social learning theory perspective, research suggests that early aggressive behavior is learned through negative reinforcement mechanisms underlying a coercive family process in which the principal socialization agent is the parent. It is unclear what specific social processes occur and come to regulate aggressive behavior when the child enters the preschool environment. Presumably, repeated displays of aggressive acts affect the way adults (i.e., teachers) and peers respond to and interact with the aggressive child. However, the relative effects of teacher and peer interactions in preschool environments are not well understood. A sample (N=72) of preschool children characterized as high aggressors will be randomly selected from three urban alternative schools serving young children with severe behavior problems. Using a repeated measures longitudinal design, standardized direct-observation data will be collected monthly for all subjects. Within-subject lag sequential analysis will be used to determine the magnitude of association between aggressive behavior and social consequences on a session-by-session basis. A dynamic covariate analysis will be used to test the effects of the victim's response (i.e., reciprocated aggression), the sex of the victim, and the sex of the aggressor on changes in teacher responsivity. To test the effects of changes in teacher responsivity on changes in the base rate of aggression over time, longitudinal hierarchical linear modeling (HLM) will be used. Longitudinal studies are needed to determine how early patterns of high-rate aggression in preschool classrooms is influenced by social context.

描述（由申请人提供）：儿童和青少年的反社会和攻击行为是全国公认的公共卫生问题。从社会学习理论的角度来看，研究表明，早期攻击行为是通过强制家庭过程中的负强化机制习得的，其中主要的社会化代理人是父母。目前尚不清楚当孩子进入学前环境时，会发生哪些特定的社会过程并调节攻击行为。据推测，反复表现出攻击性行为会影响成人（即老师）和同龄人对攻击性儿童的反应和互动方式。然而，学前环境中教师和同伴互动的相对影响尚不清楚。 将从为有严重行为问题的幼儿提供服务的三所城市另类学校中随机抽取具有高攻击性的学龄前儿童样本（N = 72）。使用重复测量纵向设计，将每月收集所有受试者的标准化直接观察数据。受试者内滞后序贯分析将用于确定逐个会话的攻击行为与社会后果之间关联的程度。将使用动态协变量分析来测试受害者的反应（即相互攻击）、受害者的性别和攻击者的性别对教师反应性变化的影响。为了测试教师响应度的变化对基本攻击率随时间变化的影响，将使用纵向分层线性模型（HLM）。需要进行纵向研究来确定学前班教室中高发生率攻击行为的早期模式如何受到社会背景的影响。

项目成果

A Prospective Sequential Analysis of the Relation Between Physical Aggression and Peer Rejection Acts in a High-Risk Preschool Sample.

对高风险学前班样本中身体攻击与同伴拒绝行为之间关系的前瞻性序列分析。

• DOI: 10.1080/10409289.2010.481706
• 发表时间: 2011
• 期刊: Early education and development
• 影响因子: 2.9
• 作者: Chen,Chin-Chih;McComas,JenniferJ;Hartman,Ellie;Symons,FrankJ
• 通讯作者: Symons,FrankJ