Early Childhood Aggression Trajectories: Associations with Teacher-Reported Problem Behaviour

Autor/inn/en	Wildeboer, Andrea; Thijssen, Sandra; van IJzendoorn, Marinus H.; van der Ende, Jan; Jaddoe, Vincent W. V.; Verhulst, Frank C.; Hofman, Albert; White, Tonya; Tiemeier, Henning; Bakermans-Kranenburg, Marian J.
Titel	Early Childhood Aggression Trajectories: Associations with Teacher-Reported Problem Behaviour
Quelle	In: International Journal of Behavioral Development, 39 (2015) 3, S.221-234 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025414562239
Schlagwörter	Young Children; Aggression; Behavior Problems; Student Behavior; Early Childhood Education; Toddlers; Age Differences; Correlation; Attention Span; Discipline Problems; Longitudinal Studies; Parent Attitudes; Teacher Attitudes; Family Environment; Check Lists; Questionnaires; Child Behavior; Predictor Variables; Foreign Countries; Statistical Analysis; Individual Characteristics; Gender Differences; Parent Background; Educational Attainment; Marital Status; Multivariate Analysis; Netherlands; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Frühe Kindheit; Student behaviour; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Infants; Toddler; Kleinkind; Age; Difference; Age difference; Altersunterschied; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternverhalten; Lehrerverhalten; Familienmilieu; Checkliste; Fragebogen; Prädiktor; Ausland; Statistische Analyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Familienstand; Multivariate Analyse; Niederlande
Abstract	High and stable levels of aggression and the presence of aggressive behaviour in multiple settings according to different informants are risk factors for later problems. However, these two factors have not been investigated in early childhood. The present study investigates trajectories of parent-reported child aggression from 1.5 up to 6 years of age and their association with aggressive behaviour, attention problems and rule-breaking behaviour in a different setting, as reported by the teacher. In a longitudinal population-based cohort study, parent-reported measures of aggressive behaviour were obtained using the CBCL when children were 1.5, 3, and 6 years of age (n = 4,781). Teacher-reported problem behaviour at school was assessed at age 6.5, using the TRF questionnaire (n = 2,756). Growth mixture modelling yielded three aggression trajectories, with high increasing (3.0%), intermediate (21.3%), and low decreasing (75.7%) aggression levels. Children in trajectories with higher and increasing levels of aggression showed more teacher-reported aggressive behaviour, attention problems and rule breaking behaviour. However, parent-reported aggression at age six predicted problem behaviour at school to the same extent as did the aggression trajectories, suggesting that the incremental value of trajectories is not always self-evident. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01