Aggression, social competence, and academic achievement in Chinese children: a 5-year longitudinal study.
The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.
Chen
Xinyin
X
Department of Psychology, University of Western Ontario, London, ON N6A 5C2 Canada. xchen@uwo.ca
Huang
Xiaorui
X
Chang
Lei
L
Wang
Li
L
Li
Dan
D
D000374:Aggression / Q000523:psychology*; D044466:Asian People; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D004522:Educational Status; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D010379:Peer Group; D012574:Schools; D012917:Social Adjustment; D012931:Social Environment; D012938:Social Perception; D012951:Socialization