Thériault-Couture Frédéric, Agnew-Blais Jessica, Carter Leno Virginia, Danese Andrea, Ganaesan Keertana, Matthews Timothy, Morneau-Vaillancourt Geneviève, Thompson Katherine N, Shakoor Sania, Arseneault Louise
School of Psychology, Universite Laval.
Department of Psychology, School of Biological and Behavioural Sciences, Queen Mary University London.
Dev Psychol. 2025 Feb;61(2):351-365. doi: 10.1037/dev0001788. Epub 2024 Aug 22.
Bullying behaviors and conduct problems are two forms of antisocial behavior that frequently co-occur in childhood. However, it remains unclear whether their developmental trajectories are distinct and the extent to which different aspects of cognitive functioning account for their development. We aimed to disentangle the developmental trajectories of bullying behaviors and conduct problems, test their interrelations across childhood, and assess associations with children's early cognitive functioning (executive functions, intelligent quotient [IQ], and theory of mind). Participants included 2,232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We performed dual group-based trajectory modeling on combined parent and teacher reports of children's bullying behaviors and conduct problems at 5, 7, 10, and 12 years. We assessed associations with age 5 cognitive functioning using regression analyses. We identified five developmental trajectories for bullying behaviors and four for conduct problems. The developmental course of both behaviors was interrelated most strongly among those with high levels. A subgroup of children was likely to transition from conduct problems to bullying behaviors as they got older. Lower IQ was associated with both antisocial behavior trajectories, whereas lower theory of mind was only associated with conduct problems trajectories. The developmental course of bullying behaviors and conduct problems is distinct but linked across childhood. Interventions targeting bullying behaviors or conduct problems could benefit from more integration and should take into account children's cognitive functioning. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
欺凌行为和品行问题是反社会行为的两种形式，在儿童期经常同时出现。然而，它们的发展轨迹是否不同，以及认知功能的不同方面在多大程度上解释了它们的发展，仍不清楚。我们旨在理清欺凌行为和品行问题的发展轨迹，测试它们在整个儿童期的相互关系，并评估与儿童早期认知功能（执行功能、智商[IQ]和心理理论）的关联。参与者包括来自环境风险（E-Risk）纵向双胞胎研究的2232名儿童。我们对家长和教师关于儿童在5岁、7岁、10岁和12岁时的欺凌行为和品行问题的综合报告进行了基于双组的轨迹建模。我们使用回归分析评估了与5岁时认知功能的关联。我们确定了欺凌行为的五种发展轨迹和品行问题的四种发展轨迹。这两种行为的发展过程在高水平人群中关联最为紧密。随着年龄的增长，一小部分儿童可能从品行问题转变为欺凌行为。较低的智商与两种反社会行为轨迹都有关联，而较低的心理理论仅与品行问题轨迹有关联。欺凌行为和品行问题的发展过程是不同的，但在整个儿童期相互关联。针对欺凌行为或品行问题的干预措施可能会从更多的整合中受益，并且应该考虑到儿童的认知功能。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
