Socioeconomic status and early childhood aggression: moderation by theory of mind for relational, but not physical, aggression

Baker, Erin Ruth; Jensen, Cjersti J.; Moeyaert, Mariola; Bordoff, Samantha

doi:10.1080/03004430.2018.1524379

Cited by 28 publications

(23 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, in terms of implications of the cross-cultural research for child development more broadly, in Western cultures IC has been consistently shown to predict theory of mind (i.e., the understanding that others have mental states such as beliefs, desires, etc., which can vary from person to person or within one person over time [39]) particularly during the early childhood years [31], which holds implications for children's social competence during early childhood and beyond; however, this predictive relation between IC and theory of mind has not consistently been demonstrated in cross-cultural samples to the same degree as in Western samples [40]. For example, a recent meta-analysis discussed that although IC and EF generally did predict theory of mind and mental state understanding across cultures, the strength of this prediction was weaker among studies assessing East Asian samples than several Western samples, including the USA, Canada, and Europe [31].…”

Section: Impacts Of Culture and Environment On Young Children's Inhibmentioning

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

View full text Add to dashboard Cite

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.

show abstract

Section: Impacts Of Culture and Environment On Young Children's Inhibmentioning

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

View full text Add to dashboard Cite

show abstract

“…Thus, while some prosocial capacities may be highly promotive of positive peer relationships even in the absence of other prosocial capacities, it is likely that in most circumstances, prosocial capacities can be more or less desirable depending on how they jointly occur with a child's other prosocial capacities. For example, perspective‐taking may be highly beneficial when a child's prosocial patterns also include cooperation and concern for others, but highly detrimental to forming positive peer relations when a profile does not include these other capacities (Baker, Jensen, Moeyaert, & Bordoff, 2018; Bosacki, 2015; Schneider, 1999).…”

Section: Patterns Of Prosocial Behaviorsmentioning

confidence: 99%

Brief report: Patterns of prosocial behaviors in middle childhood predicting peer relations during early adolescence

Zarrett

Simpkins

et al. 2019

Journal of Adolescence

View full text Add to dashboard Cite

Introduction: Early adolescence is a developmental period in which peer victimization, bullying, relational aggression, and social exclusion are particularly prominent. As these behaviors have long-term implications for children, in this study, we investigated early variations of prosocial behaviors as one of the critical precedents that shape youth's subsequent peer relational outcomes. Specifically, we identified different profiles of prosocial behaviors in middle childhood (Grade 4) and related these profiles to peer relationships in early adolescence (Grade 6). Method: Using longitudinal data from the NICHD Study of Early Child Care and Youth Development (N = 914; 52% girls), a three-step latent profile analysis was conducted on Grade 4 prosocial behaviors, which were then related to Grade 6 teacher-and student-rated peer relationships (e.g., relational aggression). Results: Four patterns of prosocial behaviors emerged: low prosocial (18%), high prosocial (67%), primarily friendly (8%), and primarily kind (7%). These four patterns of prosocial behaviors were differentially related to later problematic peer relationships: Low prosocial youth demonstrated the most problematic peer relationships (Mdiff = 0.36-0.93, all p < .001). Primarily friendly (but not kind) youth displayed more general and relational aggression (Mdiff = 0.22, SE = 0.07, p = .002; and Mdiff = 0.18, SE = 0.06, p = .006, respectively). Conclusion: Both low prosocial and primarily friendly youth are at risk for displaying peer-related problems; interventions that build prosocial behaviors in youth with a low prosocial or primarily friendly profile may help prevent problematic peer relationships at early adolescence.Early adolescence is a developmental period in which peer victimization, bullying, relational aggression, and social exclusion are particularly prominent (Hanish & Guerra, 2004;Karriker-Jaffe, Foshee, Ennett, & Suchindran, 2008). When tracing the roots of early adolescent problematic peer relationships for prevention purposes, middle childhood prosocial behaviors have been identified to be one of the critical precedents that shape youth's subsequent social developmental outcomes (Eisenberg, Spinrad, & Knafo-Noam, 2015, pp. 1-47). To better understand these processes and to improve prevention focused interventions, the current study examines children's prosocial behaviors-defined as actions and voluntary behaviors geared toward benefiting another (Eisenberg. et al., 2015;Hastings, Zahn-Waxler, Robinson, Usher, & Bridges, 2000)-either as being protective or a risk for problematic peer relationships during early adolescence.Children who have tendencies to engage in prosocial behaviors are shown to have a variety of competencies that reduce social

show abstract

“…Second, the effect of socioeconomic status (SES) has also been examined in previous studies. Previous research has found that low SES was associated with an increased risk of being an aggressor/bully (Baker et al, 2020; Tippett & Wolke, 2014). However, Baker et al (2020) found that low SES was related to high relational aggression, but not physical aggression.…”

Section: Introductionmentioning

confidence: 95%

“…Previous research has found that low SES was associated with an increased risk of being an aggressor/bully (Baker et al, 2020; Tippett & Wolke, 2014). However, Baker et al (2020) found that low SES was related to high relational aggression, but not physical aggression. Therefore, when examining the predictive effects of prior victimization experiences in family and school on the development of aggression, we controlled for the effects of gender and SES.…”

Section: Introductionmentioning

confidence: 95%

Co‐development of aggression in elementary school children: The predictive roles of victimization experiences

Chen

Zhou

Tian

2021

Aggressive Behavior

View full text Add to dashboard Cite

Aggression among peers is a common and serious problem in school‐age children. Physical, relational, and cyber aggression often occur simultaneously but may exhibit heterogeneous developmental patterns. We aimed to identify heterogeneous co‐developmental patterns of physical, relational, and cyber peer aggression and to investigate the contributions of victimization experiences to co‐developmental trajectories. Participants were 2869 elementary school students (56.2% boys), initially in fourth grade (Mage = 10.51 years) in China. Longitudinal data on peer aggression were collected from participants semiannually for 2 years. Data on victimization experiences were collected in the initial measurement wave. Parallel process latent curve growth modeling produced four co‐developmental trajectories of peer aggression: High Desisting group, Moderate‐Increasing group, Moderate‐Physical and Relational Aggression group, and Low Stable group. Multivariate logistic regression analyses revealed that childhood emotional abuse, psychological maltreatment by teachers, as well as physical peer victimization, and cyber peer victimization, served as risk factors for severe co‐developmental trajectories. The findings highlight the co‐development of physical, relational, and cyber aggression. The identification of risk factors for co‐developmental trajectories points to the need for continued monitoring and protection from ongoing victimization experiences in the family and school settings to prevent or ameliorate aggressive behavior.

show abstract

Socioeconomic status and early childhood aggression: moderation by theory of mind for relational, but not physical, aggression

Cited by 28 publications

References 68 publications

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

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

Brief report: Patterns of prosocial behaviors in middle childhood predicting peer relations during early adolescence

Co‐development of aggression in elementary school children: The predictive roles of victimization experiences

Contact Info

Product

Resources

About