Limits...
The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study.

Obsuth I, Eisner MP, Malti T, Ribeaud D - BMC Psychol (2015)

Bottom Line: Both types of behaviours have also been identified as crucial in children's social and emotional development and later (mal)adaptation.However, little is known about the way they predict each other over time.Implications of the findings for the design of intervention strategies to reduce children's aggressive behaviour are discussed.

View Article: PubMed Central - PubMed

Affiliation: Institute of Criminology, University of Cambridge, Sidgwick Site, Cambridge, CB3 9DA UK.

ABSTRACT

Background: Past research has shown links between both children's aggressive behaviour and a lack of prosocial behaviour to later maladaptation. Both types of behaviours have also been identified as crucial in children's social and emotional development and later (mal)adaptation. However, little is known about the way they predict each other over time.

Methods: We utilised a large, ethnically diverse, longitudinal population sample of girls and boys (N = 1,334) to examine the bidirectional cross-lagged links between aggressive and prosocial domains of behaviour from age seven to eleven. Teacher, parent and child self-reports were utilised to assess aggressive behaviour and prosocial behaviour.

Results: The results revealed that aggressive behaviour measured one year predicted decreases in prosocial behaviour in the following year. Conversely, prosocial behaviour did not predict changes in aggressive behaviour in the subsequent year. Furthermore, peer difficulties were examined and found to be an important mediator of the link between aggressive and prosocial behaviour. Specifically, peer difficulties mediated the links between aggressive behaviour and prosocial behaviour one year later, particularly during the first three years of school attendance.

Conclusions: Implications of the findings for the design of intervention strategies to reduce children's aggressive behaviour are discussed.

No MeSH data available.


Related in: MedlinePlus

Autoregressive cross-lagged model of the association between prosocial behaviour and aggressive behaviour.Note: Autoregressive pathways are displayed as the pathways within constructs over time (e.g., prosocial behaviour at W1 to prosocial behaviour at W2). Cross-lagged pathways are displayed as the pathways between constructs over time (e.g., prosocial behaviour at W1 to aggressive behaviour at W2). Control variables – exposure to Triple P and/or Paths – were regressed on the relevant waves. Due to its implementation at W2, Triple P was regressed on aggressive and prosocial behaviour at Ws 2, 3, and 4. Due to its implementation one year later at W3, exposure to Paths was regressed only on aggressive and prosocial behaviour at Ws 3 and 4. Not displayed are residual correlations, which were estimated as described in the data analytic plan.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
getmorefigures.php?uid=PMC4440499&req=5

Fig1: Autoregressive cross-lagged model of the association between prosocial behaviour and aggressive behaviour.Note: Autoregressive pathways are displayed as the pathways within constructs over time (e.g., prosocial behaviour at W1 to prosocial behaviour at W2). Cross-lagged pathways are displayed as the pathways between constructs over time (e.g., prosocial behaviour at W1 to aggressive behaviour at W2). Control variables – exposure to Triple P and/or Paths – were regressed on the relevant waves. Due to its implementation at W2, Triple P was regressed on aggressive and prosocial behaviour at Ws 2, 3, and 4. Due to its implementation one year later at W3, exposure to Paths was regressed only on aggressive and prosocial behaviour at Ws 3 and 4. Not displayed are residual correlations, which were estimated as described in the data analytic plan.

Mentions: Data analyses were conducted via multiple-group cross-lagged regression models in a structural equation modelling (SEM) framework using the statistical software AMOS (Version 19; Arbuckle 2010; see Figure 1). SEM provides a confirmatory approach to data analysis in which the expected set of structural relations among variables is specified a priori and modelled simultaneously. It also allows for a direct comparison of model parameters across groups (e.g., across boys and girls) through multiple group modelling (Muthén et al. 1997).Figure 1


The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study.

Obsuth I, Eisner MP, Malti T, Ribeaud D - BMC Psychol (2015)

Autoregressive cross-lagged model of the association between prosocial behaviour and aggressive behaviour.Note: Autoregressive pathways are displayed as the pathways within constructs over time (e.g., prosocial behaviour at W1 to prosocial behaviour at W2). Cross-lagged pathways are displayed as the pathways between constructs over time (e.g., prosocial behaviour at W1 to aggressive behaviour at W2). Control variables – exposure to Triple P and/or Paths – were regressed on the relevant waves. Due to its implementation at W2, Triple P was regressed on aggressive and prosocial behaviour at Ws 2, 3, and 4. Due to its implementation one year later at W3, exposure to Paths was regressed only on aggressive and prosocial behaviour at Ws 3 and 4. Not displayed are residual correlations, which were estimated as described in the data analytic plan.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4440499&req=5

Fig1: Autoregressive cross-lagged model of the association between prosocial behaviour and aggressive behaviour.Note: Autoregressive pathways are displayed as the pathways within constructs over time (e.g., prosocial behaviour at W1 to prosocial behaviour at W2). Cross-lagged pathways are displayed as the pathways between constructs over time (e.g., prosocial behaviour at W1 to aggressive behaviour at W2). Control variables – exposure to Triple P and/or Paths – were regressed on the relevant waves. Due to its implementation at W2, Triple P was regressed on aggressive and prosocial behaviour at Ws 2, 3, and 4. Due to its implementation one year later at W3, exposure to Paths was regressed only on aggressive and prosocial behaviour at Ws 3 and 4. Not displayed are residual correlations, which were estimated as described in the data analytic plan.
Mentions: Data analyses were conducted via multiple-group cross-lagged regression models in a structural equation modelling (SEM) framework using the statistical software AMOS (Version 19; Arbuckle 2010; see Figure 1). SEM provides a confirmatory approach to data analysis in which the expected set of structural relations among variables is specified a priori and modelled simultaneously. It also allows for a direct comparison of model parameters across groups (e.g., across boys and girls) through multiple group modelling (Muthén et al. 1997).Figure 1

Bottom Line: Both types of behaviours have also been identified as crucial in children's social and emotional development and later (mal)adaptation.However, little is known about the way they predict each other over time.Implications of the findings for the design of intervention strategies to reduce children's aggressive behaviour are discussed.

View Article: PubMed Central - PubMed

Affiliation: Institute of Criminology, University of Cambridge, Sidgwick Site, Cambridge, CB3 9DA UK.

ABSTRACT

Background: Past research has shown links between both children's aggressive behaviour and a lack of prosocial behaviour to later maladaptation. Both types of behaviours have also been identified as crucial in children's social and emotional development and later (mal)adaptation. However, little is known about the way they predict each other over time.

Methods: We utilised a large, ethnically diverse, longitudinal population sample of girls and boys (N = 1,334) to examine the bidirectional cross-lagged links between aggressive and prosocial domains of behaviour from age seven to eleven. Teacher, parent and child self-reports were utilised to assess aggressive behaviour and prosocial behaviour.

Results: The results revealed that aggressive behaviour measured one year predicted decreases in prosocial behaviour in the following year. Conversely, prosocial behaviour did not predict changes in aggressive behaviour in the subsequent year. Furthermore, peer difficulties were examined and found to be an important mediator of the link between aggressive and prosocial behaviour. Specifically, peer difficulties mediated the links between aggressive behaviour and prosocial behaviour one year later, particularly during the first three years of school attendance.

Conclusions: Implications of the findings for the design of intervention strategies to reduce children's aggressive behaviour are discussed.

No MeSH data available.


Related in: MedlinePlus