Stability of aggressive behavior and its relation to psychosocial functioning in women and men in the Finnish longitudinal study

This study tested an integrative, multipathway model designed to explain bidirectional effects of the attributions and coercive behaviors of mothers and sons in the context of a longitudinal study. Subjects were 246 mothers and sons who were 7–9 years of age. Mothers' and sons' attributions about one another's intent were significantly related to the aggressiveness of the behavior that each of them directed toward the other. Boys' earlier aggression did not significantly predict the mothers' subsequent attributions, whereas mothers' negative behavior indeed predicted subsequent negative attributions on the part of the boys. Even after considering children's earlier negative behavior, children's negative attributions about their mothers helped explain the aggressiveness of their subsequent behavior. The same was not true for mothers whose earlier attributions indirectly influenced their subsequent aggressive behavior.

Download Full-text

The Persistence of Self-injurious and Aggressive Behavior in Males with Fragile X Syndrome Over 8 Years: A Longitudinal Study of Prevalence and Predictive Risk Markers

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-019-04002-3 ◽

2019 ◽

Vol 49 (7) ◽

pp. 2913-2922 ◽

Cited By ~ 3

Author(s):

Hayley Crawford ◽

Efthalia Karakatsani ◽

Gursharan Singla ◽

Chris Oliver

Keyword(s):

Longitudinal Study ◽

Aggressive Behavior ◽

Fragile X Syndrome ◽

Fragile X ◽

Risk Markers ◽

Predictive Risk

Download Full-text

Aggressive and Prosocial Peer Norms: Change, Stability, and Associations With Adolescent Aggressive and Prosocial Behavior Development

The Journal of Early Adolescence ◽

10.1177/0272431616665211 ◽

2016 ◽

Vol 38 (2) ◽

pp. 178-203 ◽

Cited By ~ 14

Author(s):

Lydia Laninga-Wijnen ◽

Zeena Harakeh ◽

Jan Kornelis Dijkstra ◽

René Veenstra ◽

Wilma Vollebergh

Keyword(s):

Longitudinal Study ◽

Prosocial Behavior ◽

Aggressive Behavior ◽

First Year ◽

Peer Norms ◽

Descriptive Norms ◽

Perceived Popularity ◽

School Year ◽

Behavior Development ◽

And Behavior

This longitudinal study examined the extent to which the development of prosocial and aggressive peer norms was related to individual prosocial and aggressive behavior development across the first year of secondary education (three waves, n = 1,134 adolescents from 51 classes, Mage = 12.66). A distinction was made between descriptive norms (the aggregated average peer-perceived behavior within the classroom) and status norms (the within-classroom correlation between peer-perceived popularity and behavior). Results indicated that descriptive norms represented a stable, static peer ecology, whereas status norms were somewhat more dynamic and changed across the school year. The development of descriptive and status norms was associated with initial levels of individual prosocial and aggressive behavior, whereas the development of status norms was also associated with the development of prosocial behavior.

Download Full-text