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Developmental pathways to antisocial behavior in early-adolescence: examining changes in aggression and peer exclusion through childhood

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This study examined the influence of childhood aggression, peer exclusion and associating with deviant peers on the development of antisocial behavior in early adolescence. To gain a stronger understanding of how these factors are associated with antisocial behavior and delinquency, multiple alternative pathways were examined based on additive, mediation and…

This study examined the influence of childhood aggression, peer exclusion and associating with deviant peers on the development of antisocial behavior in early adolescence. To gain a stronger understanding of how these factors are associated with antisocial behavior and delinquency, multiple alternative pathways were examined based on additive, mediation and incidental models. A parallel process growth model was specified to assess whether early childhood aggression and peer exclusion (in 1st grade) and intra-individual increases in aggressive behaviors and exclusion through childhood (grades 1 to 6) are predictive of associating with deviant peers (in 7th grade) and antisocial behavior (in 8th grade). Based on a sample of 383 children (193 girls and 190 boys), results showed the strongest support for an additive effects model in which early childhood aggression, increases in aggression, increases in peer exclusion and associating with more deviant peers all predicted antisocial behavior. These findings have implications for how children's psychological adjustment is impacted by their behavioral propensities and peer relational context and the importance of examining developmental processes within and between children over time.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Eggum, Natalie D (Committee member) / Thompson, Marilyn S (Committee member) / Arizona State University (Publisher)
Created2011
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Predicting children's academic achievement from parental aspirations, expectations, help with schoolwork, and home learning and language materials

Description
The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, hel…

The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement.
ContributorsSeeley, Bridget Granville (Author) / Valiente, Carlos (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Eggum, Natalie D (Committee member) / Arizona State University (Publisher)
Created2012