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15-10-2020

Parallel Trajectories of Proactive and Reactive Aggression in Middle Childhood and Their Outcomes in Early Adolescence

Auteurs: Spencer C. Evans, Kathleen I. Dίaz, Kelsey P. Callahan, Elizabeth R. Wolock, Paula J. Fite

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2021

Abstract

This study used an accelerated longitudinal design to investigate trajectories of proactive and reactive aggression in middle childhood and their outcomes in early adolescence. Children (N = 1420; ages 5–12; 48% female) were assessed biannually over 6 school years. Classroom teachers rated students’ proactive and reactive aggression throughout grades K-5; and multi-method (teacher-report, self-report, school records) measures of peer problems, depressive symptoms, academic performance, disciplinary actions, and school absenteeism were collected throughout grades 3–5. Latent class growth models were estimated to differentiate parallel-process trajectories of proactive-reactive aggression. Class membership was then examined as a predictor of outcomes at the end of 5th grade. The best-fitting solution had four trajectory classes: (1) low aggression, 76.7%; (2) high proactive-reactive aggression, 4.7%; (3) declining aggression, 4.9%; and (4) predominantly reactive aggression, 13.7%. Most classes showed seasonal upticks in aggressive behavior in the spring semester relative to fall; these were especially pronounced for proactive aggression, both as a variable and for the proactive-reactive class. Relative to their low-aggression peers, children in any elevated-aggression class had higher levels of peer problems, depressive symptoms, and disciplinary actions and lower GPAs at the end of 5th grade. The reactive class—which on no occasion had the highest total aggression—exhibited the most consistently unfavorable pattern of outcomes across methods and measures. Findings offer new insights concerning the multifinality and heterogeneity of aggressive behavior in childhood. Research, theory, and practice could benefit from adopting person-centered conceptualizations that consider the long-term trajectories, short-term variations, and proactive vs. reactive functions of youth aggression.

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Class 1 shifted from 73% to 77%; Class 4 from 18% to 14%; and Classes 2 and 3 both changed by about 1%, each capturing about 5% of the sample in the final model.

To further investigate the cleanness and stability of the final solution, we examined individuals’ probabilities of class membership (a continuous value, 0–1) and most likely class memberships (binary, 0 or 1) in terms of their correlations with observed outcome variables (Tables S5-S6). Point-biserial correlations for assigned classes were attenuated by an average of 0.01 points (range 0.00 to 0.05) relative to their corresponding Pearson’s r correlations for class probabilities. Only 4 of 192 (2%) associations attenuated from significant to nonsignificant. Thus, our method of exporting youths’ most likely class memberships had negligible effect on associations with outcomes.

Within each cohort, for example, Class 1 always captured 73–81% of youth. Results were similarly consistent for Class 2 (2–7%), Class 3 (2–8%), and Class 4 (12–16%), supporting the robustness of the four-class solution across cohorts and occasions.

As an example of evidence for validity, membership in the Low Aggression Class correlated favorably with peer, depression, academic, and disciplinary variables at all occasions, whereas the three elevated-aggression classes were correlated with poorer outcomes on these variables. Further, among the three aggressive classes, the two classes characterized by persistent aggression (Proactive-Reactive and Reactive) showed correlations with peer and discipline problems that were largely consistent across grades 3–5, whereas those in the Declining class showed similar correlations at earlier occasions but not in 5th grade (Tables S5-S6).

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Titel: Parallel Trajectories of Proactive and Reactive Aggression in Middle Childhood and Their Outcomes in Early Adolescence
Auteurs: Spencer C. Evans
Kathleen I. Dίaz
Kelsey P. Callahan
Elizabeth R. Wolock
Paula J. Fite
Publicatiedatum: 15-10-2020
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 2/2021
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-020-00709-5

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