Violence Research Centre, Institute of Criminology, University of Cambridge, Cambridge, UK.
Department of Psychology, University of Edinburgh, Edinburgh, UK.
J Youth Adolesc. 2021 Apr;50(4):663-673. doi: 10.1007/s10964-021-01396-1. Epub 2021 Feb 2.
Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher-as well as peer-relationships. Using data from z-proso, a longitudinal study of Swiss youth (n = 1523; 785 males), an autoregressive latent trajectory model with structured residuals (ALT-SR) was fit over ages 11, 13, and 15 to examine within-person developmental links between aggression, internalizing problems, and the mediating role of peer and teacher relationships, while disaggregating between- and within-person effects. Teacher and peer relationships did not play a role in the progression of externalizing to internalizing problems or vice versa, however, teacher and peer relationships showed a protective effect against developing internalizing problems at ages 13. The results suggest that good quality relationships with teachers in early adolescence can help prevent internalizing problems from developing.
先前的研究通过同伴和学业问题等机制为外化问题和内化问题之间的发展级联提供了证据；然而，仍有必要阐明其他可能作为干预目标的关键中介过程。因此，本研究评估了攻击行为与内化之间的发展关联是否通过师生关系以及同伴关系来介导。利用来自瑞士青少年纵向研究 z-proso（n=1523；785 名男性）的数据，通过自回归潜轨迹模型与结构残差（ALT-SR）在 11、13 和 15 岁时进行拟合，以检验个体内在的攻击行为、内化问题之间的发展联系以及同伴和师生关系的中介作用，同时区分个体间和个体内的效应。师生关系在外化问题向内化问题的发展中或反之没有起到作用，但师生关系对 13 岁时内化问题的发展有保护作用。研究结果表明，在青少年早期与老师建立良好的关系可以帮助预防内化问题的发展。
