Developmental Cascades from Aggression to Internalizing Problems via Peer and Teacher Relationships from Early to Middle Adolescence.

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Tytuł:: Developmental Cascades from Aggression to Internalizing Problems via Peer and Teacher Relationships from Early to Middle Adolescence.
Autorzy:: Murray AL; Violence Research Centre, Institute of Criminology, University of Cambridge, Cambridge, UK. .; Department of Psychology, University of Edinburgh, Edinburgh, UK. .
Obsuth I; Clinical Psychology Department, University of Edinburgh, Edinburgh, UK.
Speyer L; Department of Psychology, University of Edinburgh, Edinburgh, UK.
Murray G; Department of Psychology, Northumbria University, Newcastle upon Tyne, UK.
McKenzie K; Department of Psychology, Northumbria University, Newcastle upon Tyne, UK.
Eisner M; Violence Research Centre, Institute of Criminology, University of Cambridge, Cambridge, UK.; Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland.
Ribeaud D; Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland.
Źródło:: Journal of youth and adolescence [J Youth Adolesc] 2021 Apr; Vol. 50 (4), pp. 663-673. Date of Electronic Publication: 2021 Feb 02.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Publication: 1999- : New York, NY : Kluwer Academic/Plenum Publishers
Original Publication: New York, Plenum Press.
MeSH Terms:: Aggression*
Peer Group*
Adolescent ; Child ; Humans ; Longitudinal Studies ; Male
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Contributed Indexing:: Keywords: Aggression; Developmental cascade; Internalizing; Peer Relationships; Teacher Relationships
Entry Date(s):: Date Created: 20210202 Date Completed: 20210323 Latest Revision: 20240331
Update Code:: 20240331
PubMed Central ID:: PMC7979623
DOI:: 10.1007/s10964-021-01396-1
PMID:: 33528705
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Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher-as well as peer-relationships. Using data from z-proso, a longitudinal study of Swiss youth (n = 1523; 785 males), an autoregressive latent trajectory model with structured residuals (ALT-SR) was fit over ages 11, 13, and 15 to examine within-person developmental links between aggression, internalizing problems, and the mediating role of peer and teacher relationships, while disaggregating between- and within-person effects. Teacher and peer relationships did not play a role in the progression of externalizing to internalizing problems or vice versa, however, teacher and peer relationships showed a protective effect against developing internalizing problems at ages 13. The results suggest that good quality relationships with teachers in early adolescence can help prevent internalizing problems from developing.

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