PDF(Pubmed)
Abstract：
The goal of the current study was to examine trajectories of relational and physical aggression in early childhood and evaluate peer predictors of these trajectories (i.e., peer rejection, relational victimization, and physical victimization). The study spanned three-time points (T1 in the spring, T2 in the fall, and T3 in the spring) in early childhood (N = 300; 44.0% girls; Mage = 44.70 months, SD = 4.38; 3.0% African American/Black, 7.6% Asian/Asian American/Pacific Islander, 1.0% Hispanic/Latinx, 11.3% multiracial, 62.1% White, and 15.0% missing/unknown). Observations of peer victimization and teacher report of peer rejection were collected at T1, and teacher report of aggression was collected at all time points. Results from piecewise latent growth models demonstrated that both forms of aggression decreased from T1 to T2 as children entered a new classroom and increased from T2 to T3 as they remained in that classroom. The increase in physical aggression from T2 to T3 was only significant for boys. Peer rejection at T1 emerged as a predictor of both intercepts and slopes from T1 to T2, and physical victimization predicted the physical aggression intercept and physical aggression slope from T1 to T2. Children high on these peer risk variables had higher initial levels of aggression, followed by a greater decrease in aggression from T1 to T2. Results underscore the importance of studying incremental change in aggression in early childhood and suggest that children who experience negative peer treatment have greater fluctuations in aggression over time.
摘要：
当前研究的目标是检查幼儿时期关系和身体侵略的轨迹，并评估这些轨迹的同伴预测因子（即，同行拒绝，关系受害，和身体受害)。这项研究跨越了三个时间点(春天的T1，T2在秋天，和T3在春季）在儿童早期（N=300;44.0％的女孩;法师=44.70个月，SD=4.38；3.0%非裔美国人/黑人，7.6%亚洲/亚裔美国人/太平洋岛民,1.0%西班牙裔/拉丁裔，11.3%多种族，62.1%白色,和15.0%缺失/未知)。在T1收集同伴受害的观察结果和老师对同伴拒绝的报告，并在所有时间点收集老师对侵略的报告。分段潜在生长模型的结果表明，当儿童进入新教室时，两种形式的侵略从T1降低到T2，而当他们留在该教室时，从T2增加到T3。从T2到T3，身体攻击的增加仅对男孩显着。T1时的同伴拒绝是从T1到T2的拦截和斜率的预测指标，而物理受害预测了从T1到T2的物理侵略拦截和物理侵略斜率。对这些同伴风险变量高的孩子有更高的初始攻击性水平，其次是从T1到T2的攻击性下降幅度更大。结果强调了研究儿童早期攻击性增量变化的重要性，并表明经历负面同伴治疗的儿童随着时间的推移，攻击性波动更大。
