A 3-year follow-up of aggressive and withdrawn behavior in childhood: preliminary findings.
The school placement of 122 aggressive, 150 withdrawn, 182 aggressive-withdrawn, and 299 control children was determined 3 years following their original selection. Children identified by peers as aggressive-withdrawn or aggressive were more likely to have failed a grade or to be in a special class than were withdrawn children or controls. Older aggressive-withdrawn subjects and controls, but not aggressive subjects or withdrawn subjects, had higher rates of school failure and special class placement. Fewer boys than girls were in a regular class at the expected grade level. The results underline the importance of childhood aggression as a predictor of later academic adjustment. Implications of these findings for the interpretation of measures of behavioral stability are discussed.
D000124:Achievement; D000293:Adolescent; D000374:Aggression / Q000523:psychology*; D002648:Child; D002652:Child Behavior; D002653:Child Behavior Disorders / Q000523:psychology*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012917:Social Adjustment; D012919:Social Behavior; D012928:Social Desirability; D012934:Social Isolation