Thomas Duane E, Bierman Karen L
Applied Psychology and Human Development Division, Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, USA.
Dev Psychopathol. 2006 Spring;18(2):471-87. doi: 10.1017/S0954579406060251.
Prior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors (school size, student poverty levels, and rural vs. urban location) and child ethnicity (African American, European American). The developmental impact of different temporal patterns of exposure (e.g., primacy, recency, chronicity) to high-aggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions.
先前的研究表明，置身于学生攻击性行为程度较高的小学课堂可能会导致儿童出现攻击性行为问题。为了更详细地探究这一过程，本研究对4907名儿童进行了纵向抽样调查，并考察了与置身于高攻击性课堂相关的人口统计学因素，包括学校环境因素（学校规模、学生贫困水平以及农村与城市地区）和儿童种族（非裔美国人、欧裔美国人）。研究评估了不同时间模式（例如，首次接触、最近接触、长期接触）置身于高攻击性课堂对儿童攻击行为的发展影响。分析结果显示，在服务于社会经济弱势学生的大型城市学校就读的非裔美国儿童比其他学生更有可能置身于高攻击性的课堂环境。分层回归分析表明了时间暴露的累积效应，即接触多年高攻击性课堂的儿童在3年后的攻击性行为水平高于首次接触、最近接触时间较短以及长期接触时间较短的儿童，同时对初始攻击水平进行了控制。本文讨论了该研究对发展研究和预防性干预措施的启示。
