Abstract
This study examined the longitudinal associations among children’s direct (physical and verbal) aggression, prosocial behaviors, and peer group acceptance in middle childhood (Grades 1 to 4). Children’s co-occurring aggressive and prosocial behaviors were assessed in order to identify distinct trajectory subgroups. Subsequently, variations in the development (i.e., continuity and changes) in peer acceptance were examined for each of the identified subgroups. The sample consisted of 784 children who were ethnically and socioeconomically diverse (47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American; about 65% low SES) who were followed longitudinally from Grades 1 to 4 (Mage = 6.57 years old in Grade 1). Results revealed several distinct trajectory subgroups, including children who were primarily aggressive or prosocial, as well as children who exhibited co-occurring aggression and prosocial behaviors. Comparing these subgroups, the use of co-occurring prosocial behaviors appeared to have some protective effect on aggressive children’s peer acceptance. However, aggression was nonetheless associated with lower peer acceptance. The findings provide insights pertaining to the heterogeneity among aggressive children, the protective effects of prosocial behaviors on peer acceptance, and the differential effects of moderate versus high aggression.
Highlights
One of the most salient developmental tasks that children encounter during their grade school years is to form relationships with peers and classmates
In addition to examining normative trends, several longitudinal studies have used person-centered methods to examine heterogeneous developmental trajectories of prosocial behavior. These studies have varied with respect to the developmental periods investigated and methodological factors, the findings indicate between two to four distinct trajectory subgroups across childhood and adolescence (Côté et al, 2002; Kokko et al, 2006; Nantel-Vivier et al, 2009, 2014; Flynn et al, 2015; Shi et al, 2020)
The results revealed several distinct trajectory profiles which differentiated children who were highly aggressive or highly prosocial from those who exhibited a combination of aggressive and prosocial behavioral styles
Summary
One of the most salient developmental tasks that children encounter during their grade school years is to form relationships with peers and classmates. In an effort to elucidate what factors impact peer acceptance, researchers have examined the role of children’s behavioral styles, and aggression. Aggressive and Prosocial Behaviors peer acceptance and positively associated with peer rejection (Card et al, 2008). These associations tend to be moderate in strength, implying that some physically aggressive children are able to maintain higher levels of peer acceptance. The primary aims of the present study were twofold: (1) to examine the co-occurring (or joint) developmental trajectories of direct aggression and prosocial behaviors from middle to late childhood (Grades 1 to 4), and (2) to assess how variations (i.e., individual differences) in these behavioral trajectories were associated with continuity and changes in children’s peer acceptance
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