Gender differences in the reciprocal relationships between parental physical aggression and children's externalizing problem behavior in China.

The study examines gender differences in the reciprocal relations between parental physical aggression and child externalizing problem behavior in China. Four hundred fifty-four Chinese elementary school-age children reported on three forms of their parents' physical aggression toward them (i.e., mild corporal punishment, severe corporal punishment, and physical abuse) and their externalizing problem behavior at two time points, 6 months apart. Structural equation modeling revealed that the three types of parental physical aggression predicted child externalizing problem behavior for girls but not boys, whereas child externalizing problem behavior predicted severe corporal punishment and physical abuse for boys but not girls; child externalizing problem behavior did not predict mild corporal punishment for either gender. The findings suggest that the intervention for and prevention of child externalizing problem behavior may be somewhat different for boys and girls in China. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Physical violence and other forms of marital aggression: Links with children's behavior problems.

Two studies examined whether physical marital violence and other forms of marital aggression (e.g., threats, throwing objects) correlate with children's behavior problems in families marked by recent spousal violence. Study 1 included 55 families seeking marital therapy. Study 2 included 199 families at battered women's shelters. In the marital therapy sample, both physical marital violence and other forms of marital aggression correlated positively with children's externalizing problems. In the women's shelter sample, physical violence and other forms of marital aggression correlated positively with children's externalizing and internalizing problems. After accounting for the frequency of physical marital violence, forms of marital aggression other than physical violence still related to children's externalizing problems in the marital therapy sample and to children's internalizing problems in the women's shelter sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Engagement in gender normative versus nonnormative forms of aggression: Links to social–psychological adjustment.

Although many important advances have been made in our understanding of childhood aggression in recent years, a significant limitation of prior studies has been the lack of attention to the possible moderating role of gender in the links between aggression and social–psychological adjustment. To address this issue, the author evaluated the adjustment status associated with engagement in gender normative versus gender nonnormative forms of aggression for both boys and girls. Indexes of social–psychological adjustment assessed included teacher and self-reports of internalizing and externalizing difficulties (N?=?1,166 children 9–12 years old). Results showed that children who engaged in gender nonnormative forms of aggression (i.e., overtly aggressive girls and relationally aggressive boys) were significantly more maladjusted than children who engaged in gender normative forms of aggression and children who were nonaggressive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of adjustment among children of battered women.

Children exposed to interparental violence have been characterized by an array of psychological problems, but findings regarding the precise nature of these problems have been inconsistent. This study used cluster analysis to determine whether distinct patterns of adjustment could be identified in 228 8- to 14-year-old children residing in battered women's shelters. Five such patterns emerged: multiproblem–externalizing, multiproblem–internalizing, externalizing, mild distress, and no problems reported. This solution was cross-validated in independent halves of the sample and was similar for boys and girls. Differences among the clusters on relevant family and demographic variables were examined, and it was found that the clusters could be distinguished on the basis of the frequency of children's exposure to interparental violence, parent–child aggression, and children's appraisals of interparental conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental investigation of social aggression among children.

Social aggression consists of actions directed at damaging another's self-esteem, social status, or both, and includes behaviors such as facial expressions of disdain, cruel gossiping, and the manipulation of friendship patterns. In Study 1, 4th, 7th, and 10th graders completed the Social Behavior Questionnaire; only boys viewed physical aggression as more hurtful than social aggression, and girls rated social aggression as more hurtful than did boys. In the 1st phase of Study 2, girls participated in a laboratory task in which elements of social aggression were elicited and reliably coded. In the 2nd phase of Study 2, another sample of participants (elementary, middle, and high school boys and girls) viewed samples of socially aggressive behaviors from these sessions. Girls rated the aggressor as more angry than boys, and middle school and high school participants viewed the socially aggressive behaviors as indicating more dislike than elementary school children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intrapersonal and maternal correlates of aggression, conflict, and externalizing problems in toddlers

Research has shown that 2-year-olds engage in peer-directed aggression and initiation of conflict. However, there has been little consideration of the factors associated with variability in toddlers' aggression. One hundred and four toddlers (52 females) were observed for 35 min of free play with a same-sex peer, with both mothers present. Experience in early out-of-home care was not related to aggression. Toddlers' observed and mother-rated dysregulated temperament, and mothers' use of warmth and negative dominance during interactions with their children, were used to predict toddlers' aggression and maternal ratings of externalizing difficulties. Boys were observed to be more aggressive than girls. Regression analyses showed that, after controlling for main effects, the interaction of child gender, temperament, and maternal negative dominance predicted both outcomes. Observed aggression and mother-reported externalizing problems were associated significantly with dysregulated temperament only for boys with mothers who demonstrated relatively high levels of negative dominance.     

Developmental precursors of externalizing behavior: Ages 1 to 3.

Despite previous research indicating that early negative child behavior and the quality of the parent–child relationship are predictive of later externalizing problems, few investigators have attempted to trace these antecedents back to infancy. In a sample of 100 infants (59 boys and 41 girls) from low-income families, it was possible to identify developmental sequences leading from infant persistence and lack of maternal responsiveness to later child disruptive, aggressive child behavior at ages 2 and 3 yrs. Gender differences were found with respect to the range and type of variables that showed continuity in predicting disruptive behavior. For boys, salient predictors of age 2 and age 3 externalizing behavior were maternal unresponsiveness, infant attention-seeking, aggression, and noncompliance, whereas for girls, infant noncompliance was related to both age 3 externalizing and internalizing problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children of battered women: The relation of child behavior to family violence and maternal stress.

Evaluated behavior problems and social competence in 198 4–16 yr old children from violent and nonviolent families (47 females and 55 males from transition homes for abused women and 53 females and 43 males from the community). 142 mothers rated their child's or children's behavior on the Child Behavior Checklist and completed measures of family violence (the Conflict Tactics scale) and maternal stress (the Life Experiences Survey and the General Health Questionnaire). Results indicate that children of battered women were rated significantly higher in behavior problems and were rated lower in social competence than were those in the comparison group. Among the Ss from violent families, 34% of the boys and 20% of the girls fell within the clinical range of behavior problems. Multiple regression analyses revealed that the maternal stress and family violence variables combined accounted for 19% of the variance in child behavior problems and accounted for 16% of the variance in social competence. In accordance with theoretical predictions, the impact on the child of witnessing family violence may be partially mediated by factors associated with maternal stress. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Household family structure and children's aggressive behavior: a longitudinal study of urban elementary school children

The relationship between contemporary household family structures at fourth-grade and sixth-grade parent- and teacher-rated aggression was examined in an epidemiologically defined population of urban school children. The relationship between family structure and aggression varied by child gender and by parent and teacher ratings in the home and school, respectively. After taking into account family income, urban area, and fourth-grade aggressive behavior, boys in both mother-father and mother-male partner families were significantly less likely than boys in mother-alone families to be rated as aggressive by teachers. No significant relations between family structure and teacher- or parent-rated aggression were found for girls.     

Differential susceptibility to discipline: The moderating effect of child temperament on the association between maternal discipline and early childhood externalizing problems.

This study investigated the interaction of child temperament and maternal discipline in the prediction of externalizing problems in early childhood. Interaction effects were evaluated in a sample of 227 one- to three-year-old children with relatively high externalizing problems scores on the Child Behavior Checklist/1 1/2-5. Child temperament was reported by the mothers, maternal discipline was observed in a laboratory session, and child outcome measures included both mother-reported externalizing problems and observed physical aggression. Results indicate that children with difficult temperaments are more susceptible to negative discipline (i.e., they showed more externalizing problems) as well as more susceptible to positive discipline (i.e., they showed fewer externalizing problems and less physical aggression), as compared with children with relatively easy temperaments. These findings provide empirical evidence for the differential susceptibility hypothesis and suggest directions for enhancing the effectiveness of interventions aimed at reducing early childhood externalizing problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender labeling, gender stereotyping, and parenting behaviors.

Are gender labeling and gender stereotyping in 24-, 30-, and 36-mo-old children related to each other and to mothers' sex-role attitudes and responses to sex-typed behavior in a free-play situation with their children? The gender stereotyping measure indicated that gender schemata include information that is metaphorically rather than literally associated with each sex. Children who understood labels for boys and girls displayed more knowledge of gender stereotypes than children who did not. Mothers whose children had mastered labels for boys and girls endorsed more traditional attitudes toward women and toward sex roles within the family. The same mothers also initiated and reinforced more sex-typed toy play with their children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences in mothers' and fathers' behaviors toward children: A cross-cultural comparison.

Systematic observations of 78 parent–child dyads in Mexican families revealed a number of differences between maternal and paternal behaviors. Some of the patterns observed run counter to the traditionally held views of Mexican parental roles—for example, that fathers are more aloof and authoritarian, whereas mothers are more warm and nurturant. Fathers, in fact, were found to be more playful and companionable with their children than mothers were, and mothers were more nurturant only in terms of providing immediate physical needs. In addition, fathers, but not mothers, differed significantly in their behavior toward girls and boys: on reprimanding-restrictive and instrumental-directive behaviors they were substantially lower toward girls, whereas they directed more attention and cognitive involvement toward boys. The findings, when compared cross-culturally, proved to be similar to findings obtained in observational studies of parents' interactions with infants and young children in this country. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital conflict, maternal and paternal parenting, and child adjustment: A test of mediation and moderation.

Parenting was examined as a mediator of associations between marital and child adjustment, and parent gender was examined as a moderator of associations among marital, parental, and child functioning in 226 families with a school-age child (146 boys). Parenting fully mediated associations between marital conflict and child internalizing and externalizing behaviors. Parent gender did not moderate associations when data from the full sample or families with girls only were evaluated. Parent gender did moderate associations when families with boys were evaluated, with the association between marital conflict and parenting stronger for fathers than mothers. A trend suggested fathers' parenting may be more strongly related to internalizing behavior and mothers' parenting may be more strongly related to externalizing behavior in boys. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Gender differences in the development and adult outcome of co-occurring depression and delinquency in adolescence.

Using a dual trajectory modeling approach, we examined co-occurring trajectories of depression and delinquency from age 11 to age 18 and their relation to adult outcome six years later in a community sample of 1423 (674 boys) adolescents. We also examined the effects of childhood externalizing, internalizing, and social problems on trajectory membership for depression and delinquency. The results showed that although more girls than boys were likely to follow high-level, co-occurring trajectories on depression and delinquency, the adult outcome of adolescents following high-level trajectories on both domains was poorer for boys than for girls. However, the combination of decreasing depression symptoms and increasing delinquency symptoms across adolescence was related with poorer adult outcomes for girls compared to boys. Finally, whereas boys' high-level co-occurring trajectory of depression and delinquency was predicted by childhood aggression, girls' equivalent trajectory was predicted by childhood depression and delinquency. The findings support the “gender paradox” effect (Loeber & Keenan, 1994) stating that in disorders with an unequal gender ratio, members of the gender with the lower prevalence rate tend to be more seriously affected in terms of comorbidity and poor outcome. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Comparing teacher and peer perceptions of aggression: An ecological approach.

Teacher and peer perceptions of aggression were investigated in a sample of 899 students. Teachers rated their students in Grades 3–8 on an 8-item scale assessing peer-directed aggression. Students completed a questionnaire within classrooms that measured acceptance, rejection, and peer-directed aggression. Both teachers and peers reported higher levels of aggression in boys than in girls. Teacher and peer perceptions of aggressive behavior were more congruent for boys than for girls, but this congruence differed significantly as a function of ethnicity. Significant differences among individual classrooms also existed in both teacher and peer ratings, as well as in the relationships between the 2 measures. Findings of gender, grade level, ethnic, and classroom differences are compared with previous research, and issues relevant to the identification of highly aggressive youth are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profiles of externalizing behavior problems for boys and girls across preschool: The roles of emotion regulation and inattention.

Although externalizing behavior typically peaks in toddlerhood and decreases by school entry, some children do not show this normative decline. A sample of 383 boys and girls was assessed at ages 2, 4, and 5 for externalizing behavior and at age 2 on measures of emotion regulation and inattention. A longitudinal latent profile analysis was performed and resulted in 4 longitudinal profiles of externalizing behavior for each gender. Poor emotion regulation and inattention were important predictors of membership in the chronic-clinical profile for girls, whereas socioeconomic status and inattention were important predictors of membership in the chronic-clinical profile for boys. Results are discussed with respect to the development of adaptive skills that lead to normative declines in externalizing behavior across childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in ADHD: a meta-analysis and critical review

OBJECTIVE: To quantitatively review and critically evaluate literature examining gender differences in attention-deficit hyperactivity disorder (ADHD). METHOD: A meta-analysis of relevant research based on 18 studies meeting inclusion criteria was performed. Domains evaluated included primary symptomatology, intellectual and academic functioning, comorbid behavior problems, social behavior, and family variables. RESULTS: Gender differences were not found in impulsivity, academic performance, social functioning fine motor skills, parental education, or parental depression. However, compared with ADHD boys, ADHD girls displayed greater intellectual impairment, lower levels of hyperactivity, and lower rates of other externalizing behaviors; it was not possible to evaluate the extent to which referral bias affected these findings. Some gender differences were clearly mediated by the effects of referral source; among children with ADHD identified from nonreferred populations, girls with ADHD displayed lower levels of inattention, internalizing behavior, and peer aggression than boys with ADHD, while girls and boys with ADHD identified from clinic-referred samples displayed similar levels of impairment on these variables. CONCLUSIONS: The need for future research examining gender differences in ADHD is strongly indicated, with attention to methodological limitations of the current literature, including the potential confounding effects of referral bias, comorbidity, developmental patterns, diagnostic procedures, and rater source.     

Intervening variables in the TV violence–aggression relation: Evidence from two countries.

758 children in the US and 220 children in Finland were interviewed and tested in each of 3 yrs in an overlapping longitudinal design covering Grades 1–5. Parents of 591 US Ss and 193 Finnish Ss were also interviewed. For girls in the US and boys in both countries, TV violence viewing was significantly related to concurrent aggression and significantly predicted future changes in aggression. The strength of the relation depended as much on the frequency with which violence was viewed as on the extent of the violence. For boys, the effect was exacerbated by the degree to which the boy identified with TV characters. Path analyses suggested a bidirectional causal effect in which violence viewing engendered aggression, and aggression engendered violence viewing. No evidence was found that those Ss predisposed to aggression or those with aggressive parents were affected more by TV violence. However, a number of other variables (e.g., strong identification with aggressive characters) were correlates of aggression and violence viewing. A multiprocess model in which violence viewing and aggression affect each other and, in turn, are stimulated by related variables is used to explain the findings. (74 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family structure and the externalizing behavior of children from economically disadvantaged families.

This study examined the relations among family structure, caregiver relationship history, aspects of environmental adversity, and teacher reports about the externalizing behaviors of 6- and 7-year-old children from economically disadvantaged families. Family structure contrasted intact families, stepfamilies, single-parent families, and cohabiting families. Problem behaviors were more frequent for children from unmarried families than from married families and were more frequent for boys than for girls from cohabiting families. Relationship history reduced the effects for family structure. Children's adjustment varied with both the current status and past stability of caregiver intimate relationships for disadvantaged families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent–child interaction, television violence, and aggression of children.

Summarized and integrated results of 2 large-scale longitudinal studies (L. D. Eron, see PA, Vol 38:2452; Eron et al, in press). The relationship between TV violence and aggression in Ss was corroborated in 2 different geographical areas of the US and was found to hold for both boys and girls. The causal effect is circular, with TV violence affecting S's aggression and aggressive Ss watching more violent TV. Contributing increments to a S's level of overt aggression were popularity, intellectual ability, aggressive fantasy, extent of physical punishment, rejection by parents, and the tendency of parents to endorse attitudes and behaviors often seen in sociopathic individuals. It is shown that it is possible to intervene to attenuate the relationship between TV violence and aggression with simple tuitional procedures that supercede the influence of the parent variables studied. Important intervening variables in the TV violence–aggression relationship are S's identification with aggressive characters and the extent to which S believes TV portrays reality. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)