Mesman J, Bongers I L, Koot H M
Erasmus University Rotterdam, The Netherlands.
J Child Psychol Psychiatry. 2001 Jul;42(5):679-89.
The present study investigated longitudinal pathways from specific early preschool behavioral problems (ages 2-3 years) to internalizing and externalizing problems in preadolescence (ages 10-11 years), and the role of social problems at school entry (ages 4-5 years) in such pathways. Path analyses were performed using both parent and teacher reports in a sample of 251 to 346 children from the general population, depending on the availability of parent and teacher data at each time of assessment. Structural equation modeling revealed homotypic internalizing and externalizing pathways, predictions from early preschool externalizing problems to later internalizing problems, and negative predictive paths from early internalizing problems to externalizing problems in preadolescence. Cross-informant predictions spanning 8 years were found between parent-reported aggression and overactivity at ages 2-3 years and teacher-reported externalizing problems at ages 10-11 years. Further, results showed that boys' pathways were more complex and showed greater predictive validity than pathways for girls, and that social problems at school entry played a significant role in pathways to internalizing problems, but only for boys. The results are discussed from a developmental psychopathology perspective.
本研究调查了从特定的学前早期行为问题（2至3岁）到青春期前内化和外化问题（10至11岁）的纵向路径，以及入学时（4至5岁）社会问题在这些路径中的作用。在来自普通人群的251至346名儿童样本中，根据每次评估时父母和教师数据的可用性，使用父母和教师报告进行了路径分析。结构方程模型揭示了同型内化和外化路径、学前早期外化问题对后期内化问题的预测，以及早期内化问题对青春期前外化问题的负向预测路径。发现2至3岁时父母报告的攻击和多动与10至11岁时教师报告的外化问题之间存在跨越8年的跨信息预测。此外，结果表明，男孩的路径比女孩的路径更复杂，预测效度更高，入学时的社会问题在通向内化问题的路径中起重要作用，但仅对男孩如此。从发展心理病理学的角度对结果进行了讨论。
