Author:
Chen Xinyin,Huang Xiaorui,Chang Lei,Wang Li,Li Dan
Abstract
AbstractThe primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initialMage = 8 years,N= 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.
Publisher
Cambridge University Press (CUP)
Subject
Psychiatry and Mental health,Developmental and Educational Psychology
Cited by
98 articles.
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