Examining Factors Associated with (In)Stability in Social Information Processing among Urban School Children: A Latent Transition Analytic Approach

Autor/inn/en	Goldweber, Asha; Bradshaw, Catherine P.; Goodman, Kimberly; Monahan, Kathryn; Cooley-Strickland, Michele
Titel	Examining Factors Associated with (In)Stability in Social Information Processing among Urban School Children: A Latent Transition Analytic Approach
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 40 (2011) 5, S.715-729 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
DOI	10.1080/15374416.2011.597088
Schlagwörter	Evidence; Urban Schools; Violence; Aggression; Urban Youth; Information Processing; Children; Evaluation Methods; Individual Differences; Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Maryland + Suchen Sie Ihr Suchwort? Evidenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gewalt; Youth; Jugend; Informationsverarbeitung; Child; Kind; Kinder; Individueller Unterschied; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	There is compelling evidence for the role of social information processing (SIP) in aggressive behavior. However, less is known about factors that influence stability versus instability in patterns of SIP over time. Latent transition analysis was used to identify SIP patterns over one year and examine how community violence exposure, aggressive behavior, and behavior regulation relate to (in)stability in SIP. Participants were 429 urban children (ages 7-13, M = 9.58; 86% African American). Latent transition analysis indicated four SIP profiles: stable low, decreasing, increasing, and stable high. Children with consistently high aggressive SIP reported the greatest community violence exposure and aggressive behavior. Compared to children who remained high on aggressive SIP, children whose aggressive SIP declined reported greater behavior regulation, suggesting that individual differences in executive function may account for stability in aggressive SIP during mid- to late childhood. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10