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1.
This study addressed gender differences in the developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection. High and increasing, moderate, and low antisocial developmental trajectories were identified among 289 Dutch children, ages 7 to 10, and 445 French-Canadian children, ages 9 to 12. Only boys followed the high trajectory. These boys had more deviant friends and were more often rejected than other children. A minority of girls followed the moderate antisocial behavior trajectory. These girls had fewer deviant friends than moderate antisocial boys, but moderate antisocial boys and girls were equally likely to be rejected. The influence of friends and poor peer relations plays a crucial but different role in the development of antisocial behavior among boys and girls.  相似文献   

2.
Concurrent and longitudinal links between children's own and their nominated best friends’ antisocial and prosocial behavior were studied in a normative sample of 3-5-year-olds (N = 203). Moderating effects of age and gender were also explored. Subscales of the Strength and Difficulties Questionnaire (SDQ) were used to obtain teacher ratings of behavior for each target child and his/her nominated best friends. Nomination of best friends with higher levels of antisocial behavior and lower levels of prosocial behavior was concurrently linked to more antisocial behavior in boys. Nomination of highly prosocial best friends was concurrently linked to more prosocial behavior in both boys and girls. However, the study found no longitudinal effects of best friends’ behavior on target child's behavior over a one-year period. A group of children who nominated no best friends at T1 were generally perceived as less prosocial, but not more antisocial, than other children.  相似文献   

3.
Interpersonal dynamics within friendships were observed in a sample of 120 (60 male, 60 female) ethnically diverse 16- and 17-year-old adolescents characterized as persistently antisocial, adolescent-onset, and normative. Dyadic mutuality and deviant talk were coded from videotaped friendship interactions. Persistently antisocial adolescents demonstrated lower levels of dyadic mutuality compared with adolescent-onset and normative adolescents. Persistently antisocial and adolescent-onset adolescents spent more time in deviant talk than did normative adolescents. Across groups, girls were rated as more mutual and coded less in deviant talk than boys. Furthermore, friendship dyads who engaged in high levels of deviant talk and were mutual in their interactions reported the highest rates of antisocial behavior.  相似文献   

4.
Dunn J  Hughes C 《Child development》2001,72(2):491-505
Relations between an early interest in violent fantasy and children's social understanding, antisocial and emotional behavior, and interactions with friends were investigated in 40 "hard-to-manage" preschoolers and 40 control children matched for gender, age, and school and ethnic background. Children were filmed alone in a room with a friend, and tested on a battery of cognitive tests, including false-belief, executive function, and emotion understanding tasks. Teachers reported on their friendship quality. At age 6 years, the children's understanding of the emotional consequences of antisocial and prosocial actions was studied. The hard-to-manage group showed higher rates of violent fantasy; across both groups combined, violent fantasy was related to poor executive control and language ability, frequent antisocial behavior, displays of anger and refusal to help a friend, poor communication and coordination of play, more conflict with a friend, and less empathic moral sensibility 2 years later. The usefulness of a focus on the content of children's pretend play-in particular, violent fantasy-as a window on children's preoccupations is considered.  相似文献   

5.
The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

6.
OBJECTIVES: This study documents the extent and impact of perceived patterns of behavior in a sample of youths of the streets of Ibadan, Nigeria, with the purpose of implementing a Life Skills Educational (LSE) intervention. METHOD: The study uses both qualitative and quantitative methods of data collection. Qualitatively, two Focus Group Discussions (FGD) and two in-depth interviews (IDI) with 20 boys and 2 community leaders were conducted on separate occasions for the purpose of eliciting commonly exhibited behaviors and patterns of street youth. Quantitatively, 169 youths (89.3% male) were consecutively interviewed from five subcultural areas in Ibadan, Nigeria. Street youths were accessed through a snowballing technique made possible by "Area boys" (AB, adults, who serve as a symbol of authority for street children). RESULTS: The mean age of participants was 18.4 years. The majority was on the street for financial reasons, had been on the street for more than 1 year, and had not completed their primary schooling. While youths of the street were economically viable, 69% had a history of alcohol abuse, 14% of drug abuse, and 24% operated as drug couriers; 46% reported school refusal, 27% school suspension, and 47% school truancy. Forty-nine percent admitted to being sex workers and 11% had been raped and were, therefore, at risk of contacting sexually transmitted diseases (STD). One-third of youths had been arrested for various offenses, including street fighting and drug use. While females were in the minority, they were more likely to engage in antisocial behaviors compared with boys. CONCLUSIONS: Although many youths of the street display antisocial behaviors, they also are an economically viable group. Some of their antisocial behaviors may have been exhibited within the context of economic survival. Implementing a life skill program to address these antisocial behaviors may help to increase the well being of street youths in developing countries in Africa.  相似文献   

7.
Previous studies have reported, but not explained, the reason for a robust association between reading achievement and antisocial behavior. This association was investigated using the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative 1994-1995 birth cohort of 5- and 7-year-olds. Results showed that the association resulted primarily from environmental factors common to both reading and antisocial behavior and was stronger in boys. Environmental factors also explained the relation between reading disability and conduct disorder. Leading candidate environmental risk factors weakly mediated the association. For boys the best explanation was a reciprocal causation model: poor reading led to antisocial behavior, and vice versa. In contrast, the relation between reading achievement and attention deficit hyperactivity disorder was best explained by common genetic influences.  相似文献   

8.
Relations between Attachment, Gender, and Behavior with Peers in Preschool   总被引：2，自引：0，他引：2  
40 4-year-old children and their mothers participated in a study investigating concurrent links between attachment and peer interactions. Security of attachment was assessed in the laboratory from reunion episodes following a 10-min separation. Focal child observations were carried out during indoor free play in preschool. Relations between insecure attachment and peer interactions were different for boys and girls. Insecure boys showed more aggressive, disruptive, assertive, controlling, and attention-seeking behavior than secure children. Insecure girls showed more dependent behavior than secure children but less assertive and controlling behavior, and more positive expressive behavior and compliance. Secure girls and secure boys did not differ significantly. Gender differences in social behavior may be accounted for by a subgroup of children, those classified as insecure, and the same attachment classification may lead to different predictions depending on whether the child is a boy or a girl.  相似文献   

9.
Skin conductance level reactivity (SCLR) was examined as a moderator of the association between harsh parenting and child externalizing behavior. Participants were 251 boys and girls (8–9 years). Mothers and fathers provided reports of harsh parenting and their children's externalizing behavior; children also provided reports of harsh parenting. SCLR was assessed in response to a socioemotional stress task and a problem-solving challenge task. Regression analyses revealed that the association between harsh parenting and externalizing behavior was stronger among children with lower SCLR, as compared to children with higher SCLR. SCLR may be a more robust moderator among boys compared to girls. Results are discussed with regard to theories on antisocial behavior and multiple-domain models of child development.  相似文献   

10.
The Family Ecology of Boys'' Peer Relations in Middle Childhood   总被引：8，自引：0，他引：8  
The association between boys' peer relations, their antisocial behavior, academic skill deficit, and family ecology was examined with 2 cohorts of boys and their families (N = 206) who were interviewed, observed in the home, and assessed in school. Group comparisons revealed that rejected boys experienced poorer family management practices (i.e., monitoring and discipline practices), showed more family stress, were of lower socioeconomic status, and displayed more behavioral and academic problems than did their average peers. Correlational analyses provided similar results and showed good replication across the 2 cohorts. The hypothesis was tested that the effect of poor parent discipline on peer rejection was mediated by the boys' antisocial behavior and academic skill deficits. Structural equation analyses indicated that the mediated effect model provided a better fit to the data than did the direct effect model. The findings were discussed in relation to the need for longitudinally examining the role of parenting processes and child behavior in peer rejection at different points in development.  相似文献   

11.
This study examined whether children's internal representations reflect gender differences that have been found in peer interactions. The dimensions examined were (1) preferences for dyadic or group situations, (2) whether children who are friends with a given target child are likely to be friends with each other, and (3) perceptions of the probability of knowing information about friends. Participants from preschool; grades 2, 6, 8, and 10; and college (N = 278) were asked questions about typical girls and boys. Results indicate that both girls and boys (1) rate typical boys as preferring group interactions more than do typical girls, a difference present as early as preschool; (2) rate typical boys as more likely than typical girls to be friends with one another if they are friends with the same target boy or girl respectively; and (3) rate typical girls as more likely than typical boys to know certain types of information about friends. These results are consistent with the existence of internal models of social interactions that are at least partially gender specific.  相似文献   

12.
This study tested 2 competing models of friends' influence on the development of delinquency in disruptive boys. In so diong, we examined whether highly disruptive, moderately diseuptive, moderately conforming, and highly conforming boys' delinquecy increased or decreased depeniding on their friends' characteristics. A sample of 868 boys was classified into the 4 groups according to teacher tating at ages 11 and 12. Each group was then subdivided by mutual friends' peer-rate aggressiveness-disturbance at the same ages: aggressive-disturbing friends, average friends, nonaggressive-nondisturbing friends, and no friends. Subgroups were mext compared on self-reported delinquency at age 13 while controlling for average self-reported delinquency and socioeconomic variables at ages 11 and 12. Results indicate that moderately disruptive boys with aggressivedisturbive friends were more delinquent at age 13 than other subgroups of moderately disruptive boys. Highly disrupitve and confroming boys, however, were unaffected by their friends' characteristics. We conclude that the results partially support each theoretical model, suggesting that both individual characteristics and deviant peer association might play causal roles.  相似文献   

13.
This article describes a longitudinal analysis of the behavior of a birth cohort of 435 boys. 4 groups were defined at age 13 on the basis of both self-reported delinquent behavior and professional diagnosis of Attention Deficit Disorder: ADD + delinquent, ADD only, delinquent only, and nondisordered. Biennial correlates of delinquency (antisocial behavior problems, verbal intelligence, reading difficulty, and family adversity) were traced across childhood. The ADD + delinquent boys consistently fared the worst on the assessments of family adversity, verbal intelligence, and reading. Their antisocial behavior began before school age, escalated at school entry, and persisted into adolescence. The ADD-only boys had normal family, intelligence, and reading scores, and showed only mild antisocial behavior in middle childhood. The delinquent-only boys showed no early risk from family, low intelligence, or reading deficit, and remained relatively free of conduct problems until they initiated delinquency at age 13. Persistence of criminal offending beyond adolescence is predicted for the ADD + delinquent boys.  相似文献   

14.
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed.  相似文献   

15.
The relation between social rejection and growth in antisocial behavior was investigated. In Study 1,259 boys and girls (34% African American) were followed from Grades 1 to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years). Early peer rejection predicted growth in aggression. In Study 2,585 boys and girls (16% African American) were followed from kindergarten to Grade 3 (ages 5-8 years), and findings were replicated. Furthermore, early aggression moderated the effect of rejection, such that rejection exacerbated antisocial development only among children initially disposed toward aggression. In Study 3, social information-processing patterns measured in Study 1 were found to mediate partially the effect of early rejection on later aggression. In Study 4, processing patterns measured in Study 2 replicated the mediation effect. Findings are integrated into a recursive model of antisocial development.  相似文献   

16.
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother–child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed.  相似文献   

17.
Children's conflict management in three close relationships was studied longitudinally in 38 second born children, observed at home with their mothers and siblings at 33 months and at 47 months, and with friends at 47 months. Children used significantly more other-oriented argument with friends than with their mothers or siblings. Their use of reasoned argument with their siblings, but not their mothers, was related to their emotional understanding assessed formally at 40 months. The emotional context of conflict interactions was found to be important as an influence on children's use of reasoned argument, with less reasoning shown by children when they were upset at 33 months. The differences in patterns over time and in links with emotional understanding for these different relationships is discussed, and the significance of child-child interaction in the development of social understanding is highlighted.  相似文献   

18.
The purpose of this study was to examine the impact of parenting and adolescent fearfulness on adolescents’ pro‐social values and pro‐social and antisocial behaviour. A total of 134 adolescents (M age = 16.22, 72 girls, 62 boys) responded to questions regarding their own fearfulness, pro‐social values and pro‐social and antisocial behaviour, as well as their perceptions of maternal attachment and maternal appropriateness. Results revealed few main‐effect findings, most notably a negative relation between attachment and antisocial behaviour. However, findings pointed to several multiplicative relations as a function of parenting, adolescent fearfulness, and child gender, including: (1) maternal appropriateness was more important for boys than for girls, (2) maternal attachment was related to greater importance of pro‐social values and higher pro‐social behaviour for boys low on fear and (3) maternal appropriateness was related to lower antisocial behaviour for boys low on fear. The discussion focuses on the importance of examining the multiplicative relations between parenting and adolescent temperament and the implications of this for both educators and parents.  相似文献   

19.
Mutual antipathies (when two children or adolescents dislike one another) were studied among 2,348 school-age children and 2,768 adolescents to determine incidence, gender and age differences, and implications for social adjustment. The children were more frequently involved than were the adolescents in same-sex antipathies but not mixed-sex ones. Boys were involved more frequently than were girls in same-sex antipathies, but involvement in mixed-sex antipathies was comparable for the two genders. With peer rejection scores used as a covariate, same-sex antipathies were associated with antisocial behavior and social withdrawal among children and adolescents of both genders and, in addition, to emotionality and lack of friendship support among adolescents. Mixed-sex antipathies were related to social adjustment depending on gender: these antipathies were related to antisocial and bullying behavior in boys but not girls; and to nonaggressiveness, victimization, lesser cooperation, shyness, and depression in girls but not boys. Mutual antipathies thus appear to be concomitants of adaptational risk in both childhood and adolescence.  相似文献   

20.
This research involves a longitudinal study of antecedents and moderators in the development of antisocial patterns. Participants included 695 boys and girls who were interviewed annually from childhood to the end of high school and again at ages 20 and 24. Cluster analyses identified four configurations of boys and girls that were reasonably homogeneous with respect to behavior and academic performance at the beginning of the investigation. When tracked over time, the configurations differed significantly in patterns of early school dropout and criminal arrests. Boys and girls in the "multiple risk configuration" were more likely than those in other configurations to show long-term antisocial patterns. Participation in school extracurricular activities was associated with reduced rates of early dropout and criminal arrest among high-risk boys and girls. The decline in antisocial patterns was dependent on whether the individuals' social network also participated in school extracurricular activities.  相似文献   

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