ERIC Number: EJ883368
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
Antecedents and Correlates of the Popular-Aggressive Phenomenon in Elementary School
Rodkin, Philip C.; Roisman, Glenn I.
Child Development, v81 n3 p837-850 May-Jun 2010
This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over Grades 3-6. Potential correlates included social competence as rated by observers, mothers, and teachers. Potential developmental antecedents included cognitive functioning, maternal sensitivity, and participation in child care through age 4.5. Multinomial regressions allowed for the determination of group differences net of covariates such as gender, ethnicity, maternal education, and income-to-needs. Results showed that popular-aggressive elementary school children were distinguished from other youth as having had an extensive child-care history. Discussion focuses on developmental associations between child-care quantity and aggression.
Descriptors: Elementary School Students, Aggression, Interpersonal Competence, Child Care, Correlation, Peer Acceptance, Mother Attitudes, Teacher Attitudes, Ethnicity, Cognitive Ability, Child Development, Regression (Statistics), Gender Differences, Mothers, Educational Attainment, Income
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A