Heterogeneity of Externalizing and Internalizing Symptoms in Early Childhood: The Role of Peer Relationships
Notice bibliographique
Résumé
Previous studies have examined the developmental trajectories of forms of externalizing (e.g., overt aggression, hyperactivity) and internalizing (e.g., anxiety, depression) symptoms, with some attention to heterogeneity in these trajectories across early childhood. How heterogeneity in forms of externalizing symptoms co-occurs with heterogeneity in forms of internalizing symptoms has received less attention. The quality of peer relationships might also differentiate between the co-occurring externalizing and internalizing symptom trajectories. A total of 443 children from diverse ethnic backgrounds were recruited from two preschool programs in Northwestern Canada (47.9% girls and 52.1% boys, Mage = 4.11 years, SD = .35). Children’s externalizing (overt aggression and hyperactivity) and internalizing (anxiety and depression) symptoms were rated by teachers in the fall and spring of preschool and kindergarten. The quality of children’s peer relationships was assessed in the fall of preschool from teacher-reports and observations. Latent Growth Mixture Models (LGMMs) were used to examine heterogeneity in the trajectories of the externalizing and internalizing symptoms constructs. Sequential process LGMMs were used to identify the co-occurring externalizing and internalizing trajectories. Two trajectories were identified for each construct, with the majority of children classified in typical low stable trajectories (85-94%) and a small proportion classified in moderate to high chronic trajectories (5-15%). Four trajectories were identified for the co-occurring externalizing and internalizing trajectories; the majority of children were classified in typical low co-occurring trajectories (76-83%), modest proportions of children were classified in comorbid decreasing trajectories (8-15%), and small proportions of children were classified in comorbid elevated (2-5%) and decreasing anxious symptoms (3-5%) trajectories. Girls were less likely to be classified in the comorbid decreasing trajectories compared to the typical low co-occurring trajectories. Children who experienced more peer rejection and peer conflict and fewer prosocial behaviours in preschool were more likely to be classified in the comorbid decreasing and elevated trajectories. These findings enhance understanding of variation in the co-occurring developmental trajectories of externalizing and internalizing symptoms in early childhood. Intervention strategies for teachers and caregivers to support young children’s development in the classroom and home setting are outlined.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,018 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».