A closer examination of aggressive subtypes in early childhood: contributions of executive function and single-parent status

Baker, Erin Ruth; Jensen, Cjersti J.; Tisak, Marie S.

doi:10.1080/03004430.2017.1342079

Cited by 27 publications

(22 citation statements)

References 70 publications

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“…Specifically, it is found that caregivers' grit plays a significant role in moderating the relationship between children's executive function and proactive aggression, regardless of the children's age, gender, and family income. This finding suggests that in children and adolescents with more persevering caregivers, better executive function (specifically inhibition) leads to reduced proactive aggression, which is consistent with prior findings (Poland et al, 2016;Baker et al, 2019). In contrast, better executive function leads to more proactive aggression in those with less persevering caregivers.…”

Section: Discussionsupporting

confidence: 88%

“…Another study (Poland et al, 2016) found that proactive and reactive physical aggression, as well as proactive relational, were all negatively associated with executive function inhibition, while proactive relational aggression was positively associated with working memory in children. Baker et al (2019) found similar results regarding reactive and proactive aggression, and they also found that single-parent status increased these two subtypes of aggression in children. Given previous inconsistent findings pertaining to the two subtypes of aggression, this study sought to examine whether deficits in executive functions would increase reactive-proactive aggression in children and adolescents.…”

Section: Introductionsupporting

confidence: 58%

“…However, the moderation effect of children's executive function and caregivers' grit is not significant for reactive aggression after controlling for all covariates. This differential finding might be because, by definition, proactive aggression, which is defined as the goal-oriented, cold-blooded, and planned subtype of aggression, is more related to executive function and planning when compared to reactive aggression (Poland et al, 2016;Baker et al, 2019). This might explain why the moderation results for these two subtypes of aggression are different after controlling for all these covariates with the present data.…”

Section: Reactive Aggression Proactive Aggressionmentioning

confidence: 56%

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Caregivers’ Grit Moderates the Relationship Between Children’s Executive Function and Aggression

et al. 2020

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Objective: Previous studies have shown that the impairment of executive function is positively related to aggression in children and adolescents. What is worth investigating is the moderator of such a relationship so that aggressive behavior can be reduced effectively in those who have executive function problems. The present study examined the association between executive function and two major subtypes of aggression (proactive and reactive aggression) and whether their caregivers' grit (perseverance) moderated such relationship.Method: Executive function and reactive and proactive aggression were assessed in 254 children and adolescents aged 8-19 years old, and their caregivers' grit was measured.Results: Results show that caregivers' grit plays a significant role in moderating the relationship between children's executive function and proactive aggression after controlling for the covariates including the children's age, gender, and family income. Specifically, children's executive function became more negatively associated with proactive aggression when caregivers' grit was high while the association was positive when it was low. On the other hand, the association between children's executive function and reactive aggression did not vary across different levels of caregivers' grit.Conclusion: These findings suggest that proactive aggression may be reduced in those who have better executive function by enhancing their caregivers' grit, which inform the design of interventions in adjunct with the current approach (e.g., executive function training) to reduce aggression in children and adolescents in the community.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionsupporting

confidence: 58%

Section: Reactive Aggression Proactive Aggressionmentioning

confidence: 56%

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Caregivers’ Grit Moderates the Relationship Between Children’s Executive Function and Aggression

et al. 2020

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“…In order to estimate the relations among parents' readiness-related beliefs, home-based involvement, and measures of school readiness, it is important to account for a variety of contextual variables. For example, many studies have shown that significant socio-economic and racial/ethnic gaps in academic (Coley, 2002;Rouse, Brooks-Gunn, & Mclanahan, 2005) and socio-emotional competencies (Baker, Jensen, & Tisak, 2017;Martin et al, 2010;Weimer & Guajardo, 2005) exist at the start of kindergarten. Studies have also demonstrated that children's gender (Ready, LoGerfo, Lee, & Burkam, 2005) and age (Datar, 2006;Lin, Freeman, & Chu, 2009) are also associated with academic and socio-emotional skills in kindergarten.…”

Section: Contextual Variablesmentioning

confidence: 99%

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

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The current study examines associations among parents' school readiness beliefs, home‐based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home‐based involvement practices were positively associated with children's academic achievement and socio‐emotional competencies. In addition, parents' school readiness beliefs were positively related to their home‐based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home‐based involvement practices and had children with higher levels of academic achievement and socio‐emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio‐emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio‐economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home‐based involvement practices. Highlights This paper describes the relationship among parents' school readiness beliefs, home‐based involvement, and children's academic achievement and socio‐emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home‐based involvement, which in turn was positively associated with children's academic achievement and socio‐emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio‐emotional competencies during the transition to kindergarten.

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“…Many of the commonly employed tasks resemble that of the Day/Night Stroop task [15,29] and the Go/NoGo task [1,5,19,30], both of which were described in the previous paragraphs. Importantly, these two tasks differ in terms of cognitive interference with regard to the expectations for children's behavioral responses.…”

Section: Theory Of Mind (Tom)mentioning

confidence: 99%

A View from the Start: A Review of Inhibitory Control Training in Early Childhood

Baker¹,

Liu²,

Huang³

2020

Inhibitory Control Training - A Multidisciplinary Approach

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Young children's capacity to monitor and control their thoughts and behaviors is influenced largely by inhibitory control, which grows rapidly during this age due to brain maturation. This capacity has important implications for children's development, including academic and social outcomes, and has been shown to be influenced by culture and exposure to adverse life events such as poverty. Research suggests that this capacity, importantly, may be largely trainable, with appropriate training programs.

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A closer examination of aggressive subtypes in early childhood: contributions of executive function and single-parent status

Cited by 27 publications

References 70 publications

Caregivers’ Grit Moderates the Relationship Between Children’s Executive Function and Aggression

Caregivers’ Grit Moderates the Relationship Between Children’s Executive Function and Aggression

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

A View from the Start: A Review of Inhibitory Control Training in Early Childhood

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