Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study
Bibliographic record
Abstract
BACKGROUND: Largely due to methodological problems in existing studies, issues concerning causal directions and confounding factors, such as the stability effect, remain to be clarified in the relations among aggression, peer relationships, and psychological adjustment. The purpose of this longitudinal study was to examine (a) reciprocal direct and indirect effects among aggression, peer relationships, and depression based on a full cross-lagged model with the stability effect controlled, and (b) moderating effects of initial status on the growth of the variables. METHOD: A sample of Chinese children (N = 1,162) participated in the study. Four waves of longitudinal panel data were collected from the participants in ages 9-12 years from multiple sources including peer assessments, teacher ratings, sociometric nominations, and self-reports. RESULTS: Aggression negatively contributed, in both direct and indirect manners, to later peer relationships, and positively contributed to depression in late childhood. Peer relationships had negative direct and indirect effects on later aggression and depression. In addition, the initial level of aggression moderated the growth pattern of peer relationships. CONCLUSIONS: Early social and behavioral problems have proximal as well as long-term cross-domain effects on individual development. Moreover, children's early behavioral characteristics may serve to facilitate the development of social competence and exacerbate the development of social problems. The study provided valuable information about how the important aspects of socioemotional functioning were associated with each other in Chinese children from a developmental perspective.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".