An investigation of Eysenck's Antisocial Behavior Hypothesis in general education students and students with behavior disorders

Abstract

Abstract This study evaluated Eysenck's antisocial behavior (ASB) hypothesis. Eysenck's ASB hypothesis predicts that individuals high on P, E, and N with poor socialization are at the greatest risk for the development of serious conduct problems. The participants were students receiving services in Emotional and Behavior Disorders (EBD) ( n =75) and general education (GED) students ( n =75) matched for age, ethnicity, and sex. Participants were enrolled in middle and high schools in five counties in a large Southeastern state in the United States. Participants were administered three questionnaires; the Junior Eysenck Personality Questionnaire, the Basic Adlerian Scales for Interpersonal Success-Adult (BASIS-A), and the externalizing scale of the Youth Self-Report (YSR). Participants were compared by educational placement and by the seriousness of self-reported behavior problems. Students with EBD were significantly higher on the N scale and lower on the E scale in comparison to their GED peers indicating greater risk for emotional disorders. Their assessment also suggested greater socialization difficulties than the GED participants. Elevated P and N scores were found in students reporting serious levels of conduct problems on the YSR in comparison to those reporting average difficulties. Students reporting serious levels of conduct problems also reported poor early socialization experiences as assessed by the BASIS-A.