NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ750541
Record Type: Journal
Publication Date: 2007-Jan
Pages: 14
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0012-1649
Gender Differences in Physical Aggression: A Prospective Population-Based Survey of Children before and after 2 Years of Age
Baillargeon, Raymond H.; Zoccolillo, Mark; Keenan, Kate; Cote, Sylvana; Perusse, Daniel; Wu, Hong-Xing; Boivin, Michel; Tremblay, Richard E.
Developmental Psychology, v43 n1 p13-26 Jan 2007
There has been much controversy over the past decades on the origins of gender differences in children's aggressive behavior. A widely held view is that gender differences emerge sometime after 2 years of age and increase in magnitude thereafter because of gender-differentiated socialization practices. The objective of this study was to test for (a) gender differences in the prevalence of physical aggression in the general population of 17-month-old children and (b) change in the magnitude of these differences between 17 and 29 months of age. Contrary to the differential socialization hypothesis, the results showed substantial gender differences in the prevalence of physical aggression at 17 months of age, with 5% of boys but only 1% of girls manifesting physically aggressive behaviors on a frequent basis. The results suggest that there is no change in the magnitude of these differences between 17 and 29 months of age.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A