scholarly journals Do Distinct Groups of Reactively and Proactively Aggressive Children Exist? A Confirmatory Latent Profile Approach

2021 ◽  
Author(s):  
Anouk van Dijk ◽  
Julie A. Hubbard ◽  
Peter K. H. Deschamps ◽  
Wieteke Hiemstra ◽  
Hanneke Polman
Keyword(s):  
Aggressive Behavior ◽  
Community Sample ◽  
Clinical Samples ◽  
Social Emotional ◽  
Latent Profile Analyses ◽  
Three Samples ◽  
Aggressive Children ◽  
Profile Approach ◽  
Best Fit ◽  
Latent Profile

AbstractThe present study examined whether there are distinct groups of children with reactive versus proactive motives for their aggressive behavior. We extended previous research by using a person-based analytical approach on data from a questionnaire assessing children’s motives independently from the severity of their aggression. Two competing hypotheses were tested. The both subtypes hypothesis holds that both reactive and proactive subtypes exist, as well as a mixed subtype. The reactive only hypothesis holds that only reactive and mixed subtypes exist. Hypotheses were tested on existing data from a community sample of children displaying aggression (Study 1: n = 228, ages 10–13, 54% boys), and two clinical samples of children with aggressive behavior problems (Study 2: n = 115, ages 8–13, 100% boys; Study 3: n = 123, ages 6–8, 78% boys). Teachers reported on children’s reactive and proactive motives. We selected measures available from peers, parents, teachers, and children themselves to compare the supported subtypes on variables that previous literature suggests uniquely correlate with reactive versus proactive aggression. Confirmatory latent profile analyses revealed that the both subtypes hypothesis best fit the data of all three samples. Most children were classified as reactive (55.7–61.8% across samples), with smaller percentages classified as proactive (10.4–24.1%) and mixed (18.0–33.9%). However, these subtypes only differed in expected directions on 7 out of 34 measures. Overall, results support the existence of both reactive and proactive subtypes of aggressive children, but the distinctiveness of these subtypes in terms of social-emotional characteristics warrants further study.

scholarly journals The Dynamic Universal Profiles of Spiritual Awareness: A Latent Profile Analysis

Religions ◽  
2020 ◽  
Vol 11 (6) ◽  
pp. 288
Author(s):  
Simon Hanseung Choi ◽  
Clayton Hoi-Yun McClintock ◽  
Elsa Lau ◽  
Lisa Miller
Keyword(s):  
Spiritual Development ◽  
Latent Profile Analysis ◽  
Developmental Process ◽  
Profile Analysis ◽  
Community Sample ◽  
The United States ◽  
Two Dimensions ◽  
Clinical Samples ◽  
Spiritual Engagement ◽  
Latent Profile

The aim of the current investigation was to identify universal profiles of lived spirituality. A study on a large sample of participants (N = 5512) across three countries, India, China, and the United States, suggested there are at least five cross-cultural phenotypic dimensions of personal spiritual capacity—spiritual reflection and commitment; contemplative practice; perception of interconnectedness; perception of love; and practice of altruism—that are protective against pathology in a community sample and have been replicated in matched clinical and non-clinical samples. Based on the highest frequency combinations of these five capacities in the same sample, we explored potentially dynamic profiles of spiritual engagement. We inductively derived five profiles using Latent Profile Analysis (LPA): non-seeking; socially disconnected; spiritual emergence; virtuous humanist; and spiritually integrated. We also examined, in this cross-sectional data, covariates external to the LPA model which measure disposition towards meaning across two dimensions: seeking and fulfillment, of which the former necessarily precedes the latter. These meaning covariates, in conjunction with cross-profile age differences, suggest the profiles might represent sequential phases along an emergent path of spiritual development. Subsequent regression analyses conducted to predict depression, anxiety, substance-related disorders, and positive psychology based on spiritual engagement profiles revealed the spiritually integrated profile was most protected against psychopathology, while the spiritual emergence profile was at highest risk. While this developmental process may be riddled with struggle, as evidenced by elevated rates of psychopathology and substance use in the intermediate phases, this period is a transient one that necessarily precedes one of mental wellness and resilience—the spiritual development process is ultimately buoyant and protective.

Striving for inclusion: evidence from China using a latent profile approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jiaojiao Qu ◽  
Shuming Zhao ◽  
Yixuan Zhao
Keyword(s):  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Theory And Practice ◽  
Organizational Leaders ◽  
Content Type ◽  
Highly Educated ◽  
Starting Point ◽  
Profile Approach ◽  
Practical Implications ◽  
Latent Profile

Purpose This study aims to identify profiles of inclusion in the workplace to provide evidence-based guidance to build an inclusive organization. Design/methodology/approach Latent profile analysis (LPA), a person-centred classification analytical tool, was applied to determine the subtypes of inclusion with Mplus 7.4, using two-wave data collected from 368 employees in 8 Chinese companies. Findings Three subgroups were identified: identity inclusion group (the highest level of inclusion, 34.0%), value inclusion group (the moderate level of inclusion, 47.5%) and low inclusion group (the lowest level of inclusion, 18.5%). The findings indicate that groups with male, aged and highly educated members, as well as members from developed areas generally tend to feel more included and greater inclusion relates to more favourable outcomes and fewer detrimental consequences. Research limitations/implications As this study was conducted only in China, the results may not be generalizable to non-Chinese contexts. Practical implications The results may help organizational leaders develop a deeper understanding of the significance and the crux of inclusion. To address the duality of workforce diversity, managers can take initiatives to create an inclusive organization. To achieve inclusion, managers should pay attention to ways of improving the perceptions of inclusion among all employees. Originality/value This is among the first studies to identify the variants in inclusion in China using LPA. It reveals the subtypes and characteristics of inclusion and can serve as a starting point to explore how to realize organizational inclusion in theory and practice.

AGGRESSION IN PRESCHOOLERS: ITS RELATION TO SOCIALIZATION

PEDIATRICS ◽  
1994 ◽  
Vol 93 (2) ◽  
pp. 163-163
Author(s):  
Klaus Minde
Keyword(s):  
Aggressive Behavior ◽  
Perspective Taking ◽  
Normal Control Group ◽  
The Other ◽  
Developmental Changes ◽  
Control Group ◽  
Clinical Implications ◽  
Significant Delay ◽  
Short Term ◽  
Aggressive Children

The present article discusses developmental changes of aggression seen in preschool children and reports on an 18-month short-term prospective study of three preschool populations: a group referred for aggressive behavior problems, a normal control group, and a group of youngsters who had lived in violent homes, but showed no aggressive behaviors. Results indicate that the aggressive children, in comparison with the other two groups at age 4, showed a significant delay in their interpersonal awareness and perspective taking ability. However, although the aggressive children caught up with their peers in the course of the study period, there was no accompanying decrease in their aggressive behavior. The theoretical and clinical implications of these findings are discussed.

Validity of the Personal Suicide Stigma Questionnaire in a Community Sample

2021 ◽  
pp. 1-10
Author(s):  
Jurgita Rimkeviciene ◽  
Katherine Mok ◽  
Fiona Shand ◽  
Jacinta Hawgood ◽  
John O’Gorman
Keyword(s):  
Factor Model ◽  
Community Sample ◽  
Demographic Variables ◽  
First Order ◽  
Self Blame ◽  
Personal Stigma ◽  
Confirmatory Factor ◽  
And Gender ◽  
General Community ◽  
Best Fit

Abstract. The Personal Suicide Stigma Questionnaire (PSSQ) is a new scale assessing the experience of stigma in those who have been suicidal. This study examined the construct validity of the scale using a sample of participants from the general community who reported being suicidal at some point in their lives ( N = 3,947). The Distress Questionnaire – 5 and the Suicidal Ideation Attributes Scale were used to assess the severity of distress and suicidality. Confirmatory factor analysis (CFA) showed a three-factor model (Rejection, Minimization, Self-Blame) with one general Personal Stigma factor influencing the three first-order factors, which best fit the data. Scalar invariance was reached for both age and gender. The same factor structure was maintained when the format of the scale was altered for a subsample to provide a “not applicable” option for each item. PSSQ total score remained a significant predictor of distress after suicidality and demographic variables were accounted for. The PSSQ and its subscales can be used for the assessment of personal suicide stigma.

Treatment effects of an evidence-based teacher training on improving academic achievement and behavioral performance for children with aggression

2016 ◽  
Author(s):  
◽  
Chi-Ching Chuang
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Classroom Management ◽  
Aggressive Behavior ◽  
Emotional Regulation ◽  
Treatment Effects ◽  
Evidence Based ◽  
Behavioral Performance ◽  
Social Emotional ◽  
School Year

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose this study was to examine the treatment effects of an evidence-based teacher training -- Incredible Years Teacher Classroom Management (IY TCM) -- for children with aggression. Specifically, treatment effects were expected to be demonstrated on both academic achievement and behavioral performance. Previous studies have accumulated evidence regarding the co-occurrence of children's aggressive behavior and academic failure (Darney et al., 2012; Reinke et al., 2008); the negative trajectories continue for them, indicating negative outcomes in adolescent and adulthood. When children enter school, they spend more time learning with peers and being supervised by school teachers. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors (Reinke and Herman, 2002; Webster-Stratton et al., 2001). IY TCM trains teachers in evidence-based practices of effective practical behavioral management strategies, teacher-child relationship skills, parent-teacher collaboration, behavior plans addressing developmentally appropriate goals for individual students, and ways to promote students' emotional regulation, social skills and problem-solving skills. Previous studies about IY TCM were mostly conducted with other treatments of IY series. This study was one of the first studies to investigate treatment effectiveness of IY TCM. Participants included 1818 students (Grade K to 3) and 105 teachers from nine elementary schools in a large Midwestern school district. 52 teachers were randomly assigned to receive IY TCM, indicating 901 students in the intervention group. 74 % of the participated students are African American and 50 % of them received free reduced lunch (FRL). All outcome variables were assessed before and after intervention implementation. Results support the hypotheses associated with research questions one and two which indicated that higher levels of aggression as reported by teachers would be associated with lower academic achievement on both reading and math at the beginning of school year and the end of school year controlling demographic variables such as gender, FRL and race. A hierarchical linear regression analysis was conducted to examine the main effects and the hypotheses that baseline levels of aggression moderate the relationship between intervention status and outcomes. Results indicated a significant intervention status by baseline aggression interaction moderated children's math achievement. Additionally, significant moderation was found on children's emotional regulation and prosocial behaviors. Lastly, research question five and six focused on evaluating whether students with high level of aggressive behavior would demonstrate greater growth in academics and social emotional performance in comparison to less aggressive children in the treatment group. The hypothesis of greater improvement on academic achievement or social emotional performance for children with higher levels of aggression than their classroom peers post intervention was not supported. Further implication for practice and direction for future research based on the findings were discussed.

scholarly journals M247. PAST AND ANTICIPATED HUMILIATION MAY CONTRIBUTE TO ANXIETY AND PRONENESS TO PSYCHOSIS EXPERIENCES IN A COMMUNITY SAMPLE

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S230-S230
Author(s):  
Stuart Lee ◽  
Tim Rancie ◽  
Wei Lin Toh ◽  
Phaybian Penita ◽  
Peter Moseley ◽  
...  
Keyword(s):  
Family Environment ◽  
State Anxiety ◽  
Community Sample ◽  
Intrusive Thoughts ◽  
Research Society ◽  
Clinical Samples ◽  
Cross Sectional ◽  
Historical Factors ◽  
Serial Mediation ◽  
Unique Predictor

Abstract Background Childhood adversity is a risk factor for psychosis. Bullying, abuse, neglect and family conflict can cause biological (e.g. stress hyper-reactivity) and psychological (e.g. negative beliefs about self and perceived threat from others) changes that may lead to psychopathology in adulthood. Past and anticipated humiliation is associated with proneness to persecutory ideation in non-clinical samples. However, whether this is associated with proneness to other positive psychosis symptoms is unclear. This study measured how humiliation is related to hallucination-like experiences (HLE) and intrusive thinking assessed via the Launay-Slade Hallucination Scale Extended and disorganisation assessed via the Schizotypal Personality Questionnaire-Brief Revised, and if increased anxiety mediates this relationship. Methods This cross-sectional study recruited a community sample of 92 adults (62% female; Mean [SD] age = 27.3 [10.8]) who completed measures of past/anticipated humiliation, risky family environment, family socioeconomic status, state anxiety and proneness to positive psychotic 1 2020 Congress of the Schizophrenia International Research Society symptoms. Serial mediation tested for direct and indirect relationships among study variables. Results Worse past and anticipated humiliation, risky family environments and state anxiety correlated with more severe intrusive thoughts, multisensory HLEs and disorganisation (r range 0.23–0.54). Serial mediation showed that of the historical factors, only past humiliation predicted anticipated humiliation (p < 0.001), which in turn was the only unique predictor of state anxiety (p = 0.004). The relationship then differed for proneness to different positive psychosis symptoms. Only state anxiety was a unique predictor of audio-visual HLEs (p = .03) and intrusive thoughts (p = .01), whereas both past humiliation and anxiety predicted disorganisation and multisensory HLEs (both p < .03). Discussion Anxious anticipation about potential harm in interpersonal interactions, likely caused by cumulative past humiliation, may increase proneness to positive psychosis experiences through increased difficulty controlling negative emotions and the frequency and content of worrying thoughts and memories.

scholarly journals Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach

2019 ◽  
Vol 16 (11) ◽  
pp. 2024 ◽  
Author(s):  
Peggy Cheung ◽  
Chunxiao Li
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Mental Toughness ◽  
School Students ◽  
Academic Burnout ◽  
Latent Profile Analyses ◽  
Current Survey ◽  
Potential Risk Factors ◽  
Latent Profile

Background: The purpose of the current survey-based study was to identify patterns of academic burnout and their antecedents among secondary school students. Methods: Secondary school students (n = 1209) completed a survey measuring academic burnout, physical activity, and mental toughness. Results: Using latent profile analyses, three burnout profiles were identified: a “moderately engaged group” (n = 699; 57.8%), a “burnout group” (n = 389; 32.2%), and a “well-functioning group” (n = 121; 10.0%). Group comparisons revealed that the “well-functioning group” reported significantly higher levels of physical activity and mental toughness than the other two groups. Conclusions: These findings suggest that lack of physical activity and mental toughness are potential risk factors for academic burnout. These findings may inform the development of intervention programs for academic burnout.

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