Supplemental Material for The Codevelopment of Sympathy and Overt Aggression From Middle Childhood to Early Adolescence

2017 ◽  
Keyword(s):  
Early Adolescence ◽  
Middle Childhood ◽  
Overt Aggression

scholarly journals Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence

2013 ◽  
Vol 25 (3) ◽  
pp. 817-842 ◽  
Author(s):  
Sheryl L. Olson ◽  
Arnold J. Sameroff ◽  
Jennifer E. Lansford ◽  
Holly Sexton ◽  
Pamela Davis-Kean ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Externalizing Behavior ◽  
Emotion Dysregulation ◽  
Growth Patterns ◽  
Overt Aggression ◽  
Family Socioeconomic Status ◽  
Grade 8 ◽  
Covert Aggression

AbstractThe purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5–13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten–Grade 2, Grades 3–5, and Grades 6–8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior.

scholarly journals The codevelopment of sympathy and overt aggression from middle childhood to early adolescence.

2018 ◽  
Vol 54 (1) ◽  
pp. 98-110 ◽  
Author(s):  
Antonio Zuffianò ◽  
Tyler Colasante ◽  
Marlis Buchmann ◽  
Tina Malti
Keyword(s):  
Early Adolescence ◽  
Middle Childhood ◽  
Overt Aggression

scholarly journals Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood.

2020 ◽  
Vol 56 (12) ◽  
pp. 2281-2292 ◽  
Author(s):  
Sandra D. Simpkins ◽  
Nestor Tulagan ◽  
Glona Lee ◽  
Ting-Lan Ma ◽  
Nicole Zarrett ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Middle Childhood ◽  
Academic Outcomes ◽  
Cascading Effects ◽  
Work Habits

scholarly journals Eating-related guilt and mental health across middle childhood to early adolescence

2021 ◽  
Vol 6 ◽  
pp. 100221
Author(s):  
Tyler B. Mason ◽  
Kathryn E. Smith ◽  
Christine Naya ◽  
Daniel Chu ◽  
Genevieve F. Dunton
Keyword(s):  
Mental Health ◽  
Early Adolescence ◽  
Middle Childhood

scholarly journals Stability of diurnal cortisol measures across days, weeks, and years across middle childhood and early adolescence: Exploring the role of age, pubertal development, and sex

2019 ◽  
Vol 100 ◽  
pp. 67-74 ◽  
Author(s):  
Kate Ryan Kuhlman ◽  
Theodore F. Robles ◽  
Leah Dickenson ◽  
Bridget Reynolds ◽  
Rena L. Repetti
Keyword(s):  
Early Adolescence ◽  
Middle Childhood ◽  
Pubertal Development ◽  
Diurnal Cortisol

Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence

2020 ◽  
Vol 49 (11) ◽  
pp. 2285-2297
Author(s):  
Bin Pan ◽  
Liang Zhang ◽  
Linqin Ji ◽  
Claire F. Garandeau ◽  
Christina Salmivalli ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Middle Childhood ◽  
Social Dominance ◽  
Status Hierarchy ◽  
Bullying Behavior

scholarly journals Three pathways from anger dysregulation to lower social status among chinese boys

2019 ◽  
Vol 13 (2) ◽  
pp. 187-204
Author(s):  
Hui Zhang ◽  
Charles Matthew Stapleton ◽  
Yeh Hsueh ◽  
Robert Cohen
Keyword(s):  
Social Status ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Social Withdrawal ◽  
Urban China ◽  
Self Report ◽  
Overt Aggression ◽  
Social And Emotional ◽  
Social Challenge ◽  
Peer Nominations

During middle childhood, Chinese boys are particularly at risk to develop both externalizing (e.g., overt aggression) and internalizing behavioral problems (e.g., social withdrawal). A possible contributor to these problems is that boys cannot regulate their anger very well. Inability to manage anger may cause a particular social challenge for Chinese boys. Open expression of anger may be prohibited by prevailing Chinese cultural norms, because it emphasizes individuality over harmony. But anger is a socially disengaging emotion which works against social harmony. This situation requires Chinese boys to manage and express anger appropriately in social interactions. Based on the hierarchical model of social relationships and the three trends of human interactions, this study examined three pathways—aggression, social withdrawal, and sociability-leadership—that lead from Chinese boys’ anger dysregulation to their lower social status among peers at school. Participants of this study were 267 boys in Grades 3-6 from an elementary school in urban China. A self-report questionnaire of anger dysregulation was used to evaluate how often Chinese boys express their anger in dysregulated ways (e.g., attacking things or people). Peer nominations were used to measure children’s overt aggression (moving against peers), social withdrawal (moving away from peers), and sociability-leadership (moving toward peers). Social status was assessed by a sociometric measure which evaluates the degree to which children were liked by their classmates. Results showed that boys’ anger dysregulation was negatively associated with their social status. Moreover, aggression, social withdrawal, and social skills fully mediated this association. This study enriches our understanding of the mechanisms linking anger dysregulation to lower social status and provides practical implications to help Chinese boys improve social and emotional functioning in middle childhood.

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