Vazsonyi Alexander T, Keiley Margaret K
Department of Human Development and Family Studies, Auburn University, Auburn, AL 36849, USA.
J Abnorm Child Psychol. 2007 Dec;35(6):1047-62. doi: 10.1007/s10802-007-9154-z. Epub 2007 Jul 21.
The current 5-year accelerated longitudinal investigation modeled the developmental trajectories of aggressive behaviors in 10,107 predominantly minority (>70%; African American, American Indian, Asian American, and Hispanic) children and early adolescents (Kindergarten through 8th grade, 49% female youth) from lower to lower-middle socioeconomic strata. Based on a two-part latent growth model, findings suggest that the probability and frequency of aggressive behavior use decreases slightly (linear) through the elementary school years and then increases as children move into middle school (quadratic). Though mean level differences were found across ethnic and racial groups, socioeconomic strata, and particularly by sex at initial status, rates of change over time across all groups were invariant. Findings suggest that potential socialization differences, if any, occur pre-Kindergarten in all groups.
当前的5年加速纵向调查对10107名主要为少数族裔（超过70%；非裔美国人、美洲印第安人、亚裔美国人和西班牙裔）儿童和青少年早期（幼儿园至8年级，49%为女性）的攻击性行为发展轨迹进行了建模，这些儿童和青少年来自社会经济地位较低至中下阶层。基于两部分潜在增长模型，研究结果表明，攻击性行为的发生概率和频率在小学阶段略有下降（呈线性），然后随着儿童进入中学而增加（呈二次曲线）。尽管在种族、社会经济阶层以及初始状态下的性别方面发现了平均水平差异，但所有群体随时间的变化率是不变的。研究结果表明，所有群体在幼儿园之前可能存在潜在的社会化差异（如果有的话）。
