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Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence
Michael T Sanders1, Karen L Bierman2, Brenda S Heinrichs2
1Department of Psychology, The Pennsylvania State University, 140 Moore Building, University Park, State College, PA, 16802, USA. mts34@psu.edu.
Journal of Abnormal Child Psychology
|September 15, 2020
Summary
Children in poverty face higher risks for aggressive behavior. School environments, particularly academic achievement levels, significantly influence aggressive behavior development by seventh grade.
Area of Science:
- Child Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Poverty increases youth risk for aggressive behavior problems.
- Aggressive behavior is linked to negative outcomes like school dropout, substance use, and delinquency.
- Adverse school contexts may foster aggression through socialization.
Purpose of the Study:
- To examine the longitudinal impact of school-level contexts on aggressive behavior in children from low-income families.
- To investigate the roles of school poverty and academic achievement in shaping aggressive behavior over time.
Main Methods:
- Longitudinal study of 356 children from low-income families from preschool to seventh grade.
- Data collected on school-level poverty and academic achievement.
- Regression analyses used to assess the impact of school contexts on aggression ratings (teacher and parent).
Main Results:
- School contexts showed little impact on fifth-grade aggression.
- School-level academic achievement significantly predicted seventh-grade aggression, controlling for prior aggression and school contexts.
- Findings were consistent across teacher and parent aggression ratings.
Conclusions:
- School environments, especially academic achievement, play a crucial role in the socialization of aggressive behavior.
- Results have implications for educational policy and prevention programs aimed at reducing youth aggression.
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