scholarly journals Prosocial and Aggressive Behavior: A Longitudinal Study

2021 ◽  
Vol 86 (2) ◽  
pp. 7-103
Author(s):  
Dale F. Hay ◽  
Amy L. Paine ◽  
Oliver Perra ◽  
Kaye V. Cook ◽  
Salim Hashmi ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior

The Developmental Trend of Mutual Friendship and the Prospective Effect of Aggressive Behavior: A Three-year Longitudinal Study

2009 ◽  
Vol 40 (12) ◽  
pp. 1266-1274
Author(s):  
Dong-Mei ZHAO ◽  
Zong-Kui ZHOU ◽  
Xiao-Jun SUN ◽  
Hsueh Yeh ◽  
Cohen Robert
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior ◽  
Developmental Trend

The relationship between aggressive behavior and puberty in normal adolescents: A longitudinal study

1994 ◽  
Vol 15 (4) ◽  
pp. 319-326 ◽  
Author(s):  
Jordan W. Finkelstein ◽  
Alex Von Eye ◽  
Michael A. Preece
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior ◽  
The Relationship ◽  
Normal Adolescents

A longitudinal examination of the associations between mothers' and sons' attributions and their aggression

2001 ◽  
Vol 13 (1) ◽  
pp. 69-81 ◽  
Author(s):  
CAROL MACKINNON–LEWIS ◽  
MICHAEL E. LAMB ◽  
JOHN HATTIE ◽  
LAILA P. BARADARAN
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior ◽  
The Other ◽  
Negative Behavior ◽  
Subsequent Behavior ◽  
Longitudinal Examination ◽  
Bidirectional Effects

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.

scholarly journals 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

2019 ◽  
Vol 49 (7) ◽  
pp. 2913-2922 ◽  
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

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

2016 ◽  
Vol 38 (2) ◽  
pp. 178-203 ◽  
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.

scholarly journals Physiological and Behavioral Indicators of School Anxiety

2015 ◽  
Vol 20 (1) ◽  
pp. 59-68 ◽  
Author(s):  
S.Ju. Tarasova ◽  
A.K. Osnitsky
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior ◽  
Risk Group ◽  
The State ◽  
Behavioral Indicators ◽  
Physiological Indicators ◽  
Preliminary Results ◽  
Self Evaluation ◽  
School Anxiety ◽  
The Relationship

We describe the results of a longitudinal study (2007-2012; 2013 to present), in which the regularities of the relationship between psychological and physiological indicators of children’s adaptation to the conditions of schooling are revealed. In particular, it was found that the risk of formation of school anxiety is associated with status of the child in the class position. Physiological marker of experienced anxiety in children in this risk group is cortisol in saliva samples. We revealed sensitivity of sympathoadrenal tone index to the state of anxiety in “inadequately calm” children. These students are consistently isolated in pupils group and exhibit behavioral disorders. We describe the preliminary results of three consecutive measurements of indicators of school anxiety and aggressiveness. The extent is revealed to which the risk of aggressive behavior is associated with hostility as the negative personality attitude. It was found that hostility is positively correlated with the school, self-evaluation and interpersonal anxiety of the children.

Salivary Cortisol, Personality, and Aggressive Behavior in Adolescent Boys: A 5-Year Longitudinal Study

2003 ◽  
Vol 42 (9) ◽  
pp. 1101-1107 ◽  
Author(s):  
GAVIN D. SHOAL ◽  
PETER R. GIANCOLA ◽  
GALINA P. KIRILLOVA
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior ◽  
Salivary Cortisol ◽  
Adolescent Boys
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