Department of Psychology, University of Illinois, 603East Daniel Street, Champaign, IL 61820, USA.
Child Dev. 2010 May-Jun;81(3):837-50. doi: 10.1111/j.1467-8624.2010.01437.x.
This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over Grades 3-6. Potential correlates included social competence as rated by observers, mothers, and teachers. Potential developmental antecedents included cognitive functioning, maternal sensitivity, and participation in child care through age 4.5. Multinomial regressions allowed for the determination of group differences net of covariates such as gender, ethnicity, maternal education, and income-to-needs. Results showed that popular-aggressive elementary school children were distinguished from other youth as having had an extensive child-care history. Discussion focuses on developmental associations between child-care quantity and aggression.
这项研究确定了将受欢迎的攻击性小学生与其他青少年区分开来的相关因素和发展前因。该研究借鉴了儿童健康和人类发展研究所的早期儿童保育和青年发展研究（N=1022），通过 3-6 年级的教师评分来确定受欢迎的攻击性儿童。潜在的相关因素包括观察、母亲和教师评定的社会能力。潜在的发展前因包括认知功能、母亲敏感性以及在 4.5 岁前参加儿童保育。多项回归允许在性别、种族、母亲教育程度和收入需求比等协变量的影响下确定组间差异。结果表明，受欢迎的攻击性小学生与其他青少年的区别在于他们有广泛的儿童保育历史。讨论的重点是儿童保育数量与攻击性之间的发展关联。
