Department of Educational Psychology, Texas A&M University, College Station, TX, USA.
Sanford School and Department of Psychology, Arizona State University, Tempe, AZ, USA.
Dev Psychopathol. 2020 Feb;32(1):271-291. doi: 10.1017/S0954579419000063.
At multiple developmental periods spanning from middle childhood through adolescence, we investigated the development of aggressive-victims. Multiple-informant data collected across four grade levels (1, 5, 8, and 11; N = 482; 50% females) was used to perform person-centered analyses including latent profile and latent transition analyses in order to examine the co-occurring development of multiple forms (i.e., physical, verbal, and relational) of aggression and peer victimization. Results indicated that there were two distinct subgroups of aggressive-victims, one of which was more relational in form (i.e., relational aggressive-victims), and children in these two subgroups were distinguishable with respect to their individual characteristics (emotion dysregulation, withdrawn behaviors, and moral disengagement) and relational experiences (peer rejection and friendships). Furthermore, the findings elucidated the mechanisms by which developmental continuity and change (i.e., transitions) among the subgroups occurred across childhood and adolescence.
在从中小学到青春期的多个发展阶段，我们研究了攻击性-受害者的发展。使用跨四个年级（1、5、8 和 11；N=482；女性占 50%）收集的多来源数据，进行了基于个体的分析，包括潜在剖面和潜在转变分析，以检查多种形式（即身体、言语和关系）的攻击性和同伴受害的共同发展。结果表明，有两个不同的攻击性-受害者亚组，其中一个更具有关系形式（即关系攻击性-受害者），这两个亚组的儿童在个体特征（情绪失调、退缩行为和道德脱离）和关系经历（同伴拒绝和友谊）方面存在差异。此外，研究结果阐明了在儿童期和青春期，亚组之间的发展连续性和变化（即转变）发生的机制。
