Clinical Child Psychology Program, University of Kansas, 1000 Sunnyside Ave, Lawrence, KS, 66045, USA.
Department of Psychology, Harvard University, 1036 William James Hall, 33 Kirkland St, Cambridge, MA, 02138, USA.
J Abnorm Child Psychol. 2019 Jan;47(1):85-97. doi: 10.1007/s10802-018-0426-6.
The failure model posits that peer rejection and poor academic performance are dual pathways in the association between early aggressive behavior and subsequent depressive symptoms. We examined this model using an accelerated longitudinal design while also incorporating proactive and reactive aggression and gender moderation. Children in 1st, 3rd, and 5th grades (n = 912; ages 6-12; 48% female) were rated three times annually by their primary teachers on measures of proactive and reactive aggression, peer rejection, academic performance, and depressive symptoms. Using Bayesian cross-classified estimation to account for nested and planned-missing data, path models were estimated to examine whether early reactive aggression predicted subsequent peer rejection and academic performance, and whether these, in turn, predicted subsequent depressive symptoms. From 1st to 3rd grade, reactive aggression predicted peer rejection (not academic performance), proactive aggression predicted academic performance (not peer rejection), and academic performance and peer rejection both predicted depressive symptoms. From 3rd to 5th grade, however, neither peer rejection nor academic performance predicted subsequent depressive symptoms. Results were not moderated by gender. Overall, these findings provide mixed and limited support for the failure model among school-age children. Early reactive aggression may be a key risk factor for social problems, whereas proactive aggression may be linked to improved academic functioning. The "dual pathways" of peer rejection and academic performance may operate during early but not later elementary school. Limitations and implications are discussed.
失败模型假设同伴拒绝和学业成绩不佳是早期攻击行为与随后抑郁症状之间关联的双重途径。我们使用加速纵向设计检验了该模型，同时纳入了主动攻击和反应性攻击以及性别调节。一、三、五年级的儿童（n=912；年龄 6-12 岁；48%为女性）由其主要教师每年三次对主动和反应性攻击、同伴拒绝、学业成绩和抑郁症状进行评定。使用贝叶斯交叉分类估计来解释嵌套和计划缺失数据，路径模型用于检验早期反应性攻击是否预测随后的同伴拒绝和学业成绩，以及这些因素是否依次预测随后的抑郁症状。从一年级到三年级，反应性攻击预测同伴拒绝（而非学业成绩），主动性攻击预测学业成绩（而非同伴拒绝），而学业成绩和同伴拒绝都预测抑郁症状。然而，从三年级到五年级，同伴拒绝和学业成绩都没有预测随后的抑郁症状。结果不受性别调节。总体而言，这些发现为学龄儿童的失败模型提供了混合且有限的支持。早期反应性攻击可能是社会问题的关键风险因素，而主动性攻击可能与学业成绩提高有关。同伴拒绝和学业成绩的“双重途径”可能在早期但不是后期小学阶段起作用。讨论了限制和意义。
