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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Notes
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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The present study is an extension of the first author’s doctoral dissertation completed at the University of Kansas, supervised by the last author (see Evans and Fite 2019). The authors thank the students, teachers, staff, and administrators who participated in this research. Additional thanks are due to Andrea Jacobs and to three anonymous reviewers whose feedback strengthened the paper considerably. We gratefully acknowledge funding from the American Psychological Foundation (Elizabeth Munsterberg Koppitz Child Psychology Graduate Fellowships), the University of Kansas (Pioneers Classes Dissertation Research Award; Lillian Jacobey Baur Early Childhood Fellowship; Doctoral Student Research Fund; Faculty Research Fund). The first author gratefully acknowledges AIM for Mental Health (AIM Clinical Science Fellowship) and the National Institute of Mental Health (Clinical Research Loan Repayment Program) for their support during the preparation of this manuscript.
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Evans, S.C., Dίaz, K.I., Callahan, K.P. et al. Parallel Trajectories of Proactive and Reactive Aggression in Middle Childhood and Their Outcomes in Early Adolescence. Res Child Adolesc Psychopathol 49, 211–226 (2021). https://doi.org/10.1007/s10802-020-00709-5
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DOI: https://doi.org/10.1007/s10802-020-00709-5