Edson Serván-Mori, Martín I Ramírez-Baca, Evelyn Fuentes-Rivera, Angélica García-Martínez, Amado D Quezada-Sánchez, María Del Carmen Hernández-Chávez, Fabián Olvera-Flores, Dayana Pineda-Pérez, Alberto Zelocuatecatl-Aguilar, Emanuel Orozco-Núñez, Lourdes Schnaas
Predictors of maternal knowledge on early childhood development in highly marginalized communities in Mexico: Implications for public policy
Acta psychologica
role reactive aggression development peer victimization remains unclear due part failure account confounding problems behavioural undercontrol eg hyperactivity well school social context rarely examined see whether risks mediated relationships teachers study tests prospective relations reactive aggression hyperactivity victimization teacherchild tc relationship determine whether conflict mediates relationships externalizing problems victimization sample 1114 australian students followed prekindergarten first grade crosslagged path analyses conducted comparison gendermoderating models autocorrelation models fullinformation maximum likelihood deployed account missingness best fitting models found relationship early externalizing problems later victimization mediated tc conflict evidence victimization increasing externalizing problems gender differences observed tc conflict kindergarten predicted subsequent increases victimization reactive aggression hyperactivity understanding processes whereby externalizing problems confer risk victimization involves understanding whole social context classrooms including relationships teachers finergrained research needed better understand peer dynamics may influenced observation tc relationships preservice teacher education needs ensure focus potential social impact teachers relationships students