Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Room 119, Boston, MA, 02215, USA.
Department of Psychology, University at Buffalo, SUNY, Buffalo, NY, 14260-4110, USA.
J Abnorm Child Psychol. 2020 Jun;48(6):757-769. doi: 10.1007/s10802-020-00636-5.
There is strong evidence that peers are of central importance to children's and adolescents' social and emotional adaptation and success in school. However, it remains an open question as to whether callous-unemotional (CU) traits, or interpersonal and affective deficits that pose risk for antisocial behaviors and psychopathy, are related to social-behavioral outcomes as assessed by those who are believed to have the most accurate perspectives on such outcomes - young adolescents' peers. Using data from a longitudinal and multi-method study of peer relations (N = 379, % female = 51.90, M = 10.24 at Time 1), the current study addressed this gap by examining the links between teacher-reports of CU traits and conduct problems (CP) and peer-reports of the extent to which young adolescents are aggressive, victimized, excluded, prosocial, and sociable during the Fall and Spring semesters in Grade 5 (Times 1and 2) and Grade 6 (Times 3 and 4). Results revealed that teacher-rated CP, but not CU traits, was associated positively with peer-reports of aggression. CU traits, but not CP, was associated positively with victimization/exclusion and associated negatively with prosociality. CU traits and CP demonstrated opposite relations with sociability, with CU traits demonstrating a negative association. Findings are discussed in the context of the broader literature examining the social-behavioral correlates of CU traits.
有强有力的证据表明，同伴对于儿童和青少年的社交和情感适应以及在学校的成功至关重要。然而，一个悬而未决的问题是，冷酷无情（CU）特征，或者是与反社会行为和精神病态相关的人际和情感缺陷，是否与那些被认为对这些结果最有准确看法的人——青少年同伴——评估的社交行为结果有关。本研究使用了一项关于同伴关系的纵向多方法研究（N=379，女性比例=51.90%，M=10.24，第一次测量时为 10 年级）的数据，通过考察教师报告的 CU 特征与行为问题（CP）之间的联系，以及同伴报告的青少年在 5 年级秋季和春季学期（第 1 次和第 2 次）和 6 年级秋季和春季学期（第 3 次和第 4 次）期间的攻击性、受害、被排斥、亲社会和社交程度，解决了这一差距。结果表明，教师评定的 CP，但不是 CU 特征，与同伴报告的攻击性呈正相关。CU 特征，但不是 CP，与受害/排斥呈正相关，与亲社会呈负相关。CU 特征和 CP 与社交性表现出相反的关系，CU 特征表现出负相关。研究结果在更广泛的研究中进行了讨论，该研究考察了 CU 特征的社会行为相关性。
