Vicent María, Inglés Cándido J, Sanmartín Ricardo, Gonzálvez Carolina, García-Fernández José Manuel
Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain.
Department of Clinical Psychology, Faculty of Social-Health Sciences, Miguel Hernández University of Elche, Elche, Spain.
Front Behav Neurosci. 2018 Jan 30;12:12. doi: 10.3389/fnbeh.2018.00012. eCollection 2018.
The aim of this study was to identify the existence of combinations of aggression components (Anger, Hostility, Physical Aggression and Verbal Aggression) that result in different profiles of aggressive behavior in children, as well as to test the differences between these profiles in scores of perfectionism, school refusal and affect. It is interesting to analyze these variables given: (a) their clinical relevance due to their close relationship with the overall psychopathology; and (b) the need for further evidence regarding how they are associated with aggressive behavior. The sample consisted of 1202 Spanish primary education students between the ages of 8 and 12. Three aggressive behavior profiles for children were identified using Latent Class Analysis (LCA): ( scores between 0.69 and 0.7), ( scores between -0.39 and -0.47) and ( scores between -1.36 and -1.58). These profiles were found for 49.08%, 38.46% and 12.48% of the sample, respectively. scored significantly higher than and on Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism (SOP), the first three factors of school refusal (i.e., FI. Negative Affective, FII. Social Aversion and/or Evaluation, FIII. To Pursue Attention), and Negative Affect (NA). In addition, also reported significantly higher scores than for the three first factors of school refusal and NA. Conversely, had significantly higher mean scores than and on Positive Affect (PA). Results demonstrate that was the most maladaptive profile having a high risk of psychological vulnerability. Aggression prevention programs should be sure to include strategies to overcome psychological problems that characterize children manifesting high levels of aggressive behavior.
本研究的目的是确定攻击行为成分（愤怒、敌意、身体攻击和言语攻击）的组合是否存在，这些组合会导致儿童出现不同的攻击行为特征，同时检验这些特征在完美主义、学校拒绝和情感得分方面的差异。鉴于以下原因，分析这些变量很有趣：(a) 它们与整体精神病理学密切相关，具有临床相关性；(b) 需要进一步的证据来证明它们与攻击行为的关联方式。样本包括1202名年龄在8至12岁之间的西班牙小学生。使用潜在类别分析（LCA）确定了儿童的三种攻击行为特征：（得分在0.69至0.7之间）、（得分在-0.39至-0.47之间）和（得分在-1.36至-1.58之间）。这些特征在样本中的占比分别为49.08%、38.46%和12.48%。在社会规定的完美主义（SPP）、自我导向的完美主义（SOP）、学校拒绝的前三个因素（即FI. 消极情感、FII. 社会厌恶和/或评价、FIII. 寻求关注）以及消极情感（NA）方面，得分显著高于和。此外，在学校拒绝的前三个因素和NA方面，的得分也显著高于。相反，在积极情感（PA）方面，的平均得分显著高于和。结果表明，是最适应不良的特征，具有较高的心理脆弱风险。攻击预防计划应确保包括克服表现出高水平攻击行为的儿童所具有的心理问题的策略。
