McFadyen-Ketchum S A, Bates J E, Dodge K A, Pettit G S
Indiana University, USA.
Child Dev. 1996 Oct;67(5):2417-33.
The present study focused on mother-child interaction predictors of initial levels and change in child aggressive and disruptive behavior at school from kindergarten to third grade. Aggression-disruption was measured via annual reports from teachers and peers. Ordinary least-squares regression was used to identify 8 separate child aggression trajectories, 4 for each gender: high initial levels with increases in aggression, high initial levels with decrease in aggression, low initial levels with increases in aggression, and low initial levels with decreases in aggression. Mother-child interaction measures of coercion and nonaffection collected prior to kindergarten were predictive of initial levels of aggression-disruption in kindergarten in both boys and girls. However, boys and girls differed in how coercion and nonaffection predicted change in aggression-disruption across elementary school years. For boys, high coercion and nonaffection were particularly associated with the high-increasing-aggression trajectory, but for girls, high levels of coercion and nonaffection were associated with the high-decreasing-aggression trajectory. This difference is discussed in the context of Patterson et al.'s coercion training theory, and the need for gender-specific theories of aggressive development is noted.
本研究聚焦于从幼儿园到三年级孩子在学校攻击性行为和破坏性行为的初始水平及变化的母子互动预测因素。攻击性行为和破坏性行为通过教师和同伴的年度报告来衡量。采用普通最小二乘法回归来确定8种不同的儿童攻击性行为轨迹，每种性别各有4种：攻击性行为初始水平高且呈上升趋势、攻击性行为初始水平高且呈下降趋势、攻击性行为初始水平低且呈上升趋势、攻击性行为初始水平低且呈下降趋势。在幼儿园入学前收集的母子互动中强制行为和缺乏关爱的测量指标，可预测男孩和女孩在幼儿园时攻击性行为和破坏性行为的初始水平。然而，男孩和女孩在强制行为和缺乏关爱如何预测小学各年级攻击性行为和破坏性行为的变化方面存在差异。对于男孩，高强制行为和缺乏关爱尤其与攻击性行为高增长轨迹相关，但对于女孩，高强制行为和缺乏关爱与攻击性行为高下降轨迹相关。这一差异在帕特森等人的强制训练理论背景下进行了讨论，并指出了针对攻击性行为发展的性别特定理论的必要性。
