Not exact matches
Despite these modifications, consistencies with data from other developed nations were apparent: children's reports of Social Integration at school were similar to those reported previously
in primary school
samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and
Aggression) aligned with data from a
community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the B
community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and
in the
Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the B
Community was similar to that reported for a
community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the B
community sample of Canadian fourth - grade school children (~ 2 years younger than our
sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian
sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ - C.20
Exemplary discoveries Our findings show that aggressive dispositions were moderately stable from kindergarten to grade 6 (e.g.,.56), whereas anxious - withdrawn behaviour was not stable until grades 2 -LRB-.36) and 3 -LRB-.51).3, 4 The percentages of children
in a
community sample (n = 2775) that could be classified into distinct risk groups were: 15 % aggressive; 12 % anxious - withdrawn, and 8.5 % aggressive - withdrawn (comorbid).5 Predictive analyses showed that aggressive children who exceeded a risk criterion
in kindergarten exhibited increases
in psychological and school maladjustment two years later.6 Anxious - withdrawn dispositions predicted early and later increases
in internalizing problems.5 Overall, the findings corroborate the premise that
aggression and anxious - withdrawal are risks for later maladjustment.
This study tested whether the link between depressive symptoms and physical
aggression differed between boys and girls
in a large
community - based
sample of adolescents.
Comorbidity of depression and
aggression: Age and gender effects
in a
community sample.
The present study used a
community sample (N = 106, 34 % African — American, 48 % female) to test for racial differences
in the association between corporal punishment and youths»
aggression and delinquency, while examining different corporal punishment types separately by severity level.
The current study investigated the 18 - month stability of self - reported psychopathic traits measured through the Youth Psychopathic traits Inventory — Child Version (YPI - CV) and their concurrent and prospective associations with conduct problems and
aggression in a
sample of 9 — 12 year olds (n = 159, 52 % boys) from the
community.
In a
community - based
sample of 330 families evenly split by child gender (50.3 % female), relational
aggression data was assessed via multiple informants (mother, father, and self) and multiple methods (questionnaire and interview).