Pope A W, Bierman K L
Institute for Reconstructive Plastic Surgery, New York University Medical Center, New York 10016, USA.
Dev Psychol. 1999 Mar;35(2):335-46. doi: 10.1037//0012-1649.35.2.335.
This study examined the relative roles of aggression and other dysregulated behaviors in the prediction of adolescent peer problems and antisocial behavior. The social adjustment of 145 boys studied first in Grades 3-6 was assessed again 4 years later in Grades 7-10. At each time, peer ratings of aggressive, hyperactive-disruptive, withdrawn, and irritable-inattentive behaviors were collected. Aggression and withdrawal showed stability and were linked to peer difficulties in elementary school and in adolescence, but these behaviors indicated significant risk for adolescent rejection, victimization, and antisocial activity primarily when accompanied by irritable-inattentive behaviors. Results are discussed in terms of the potential role that difficulties regulating negative affect may play in the genesis of the particular constellation of irritable-inattentive behaviors studied here and the developmental significance of aggressive or withdrawn problem profiles that are or are not accompanied by these behavioral indicators of dysregulation.
本研究考察了攻击行为和其他失调行为在预测青少年同伴问题及反社会行为中的相对作用。对145名最初在三至六年级接受研究的男孩的社会适应情况，在4年后的七至十年级再次进行了评估。每次评估时，都收集了同伴对攻击行为、多动-破坏行为、退缩行为以及易怒-注意力不集中行为的评价。攻击行为和退缩行为表现出稳定性，并且在小学和青少年时期都与同伴问题有关，但这些行为主要在伴有易怒-注意力不集中行为时，才表明青少年被排斥、受欺负以及出现反社会活动的风险显著增加。本文将根据调节负面情绪困难可能在此处研究的易怒-注意力不集中行为特定组合的发生过程中所起的潜在作用，以及伴有或不伴有这些失调行为指标的攻击或退缩问题模式的发展意义来讨论研究结果。
