A1 Journal article (refereed)
Teacher-rated aggression and co-occurring behaviors and emotional problems among schoolchildren in four population-based European cohorts (2021)

Whipp, Alyce M., Vuoksimaa, Eero, Bolhuis, Koen, de Zeeuw, Eveline L., Korhonen, Tellervo, Mauri, Matteo, Pulkkinen, Lea, Rimfeld, Kaili, Rose, Richard J., van Beijsterveldt, Catharina (Toos) E. M., Bartels. Meike, Plomin. Robert, Tiemeier. Henning, Kaprio. Jaakko, Boomsma. Dorret, I. (2021). Teacher-rated aggression and co-occurring behaviors and emotional problems among schoolchildren in four population-based European cohorts. PLoS ONE, 16(4), Article e0238667. https://doi.org/10.1371/journal.pone.0238667

JYU authors or editors

Publication details

All authors or editors: Whipp, Alyce M.; Vuoksimaa, Eero; Bolhuis, Koen; de Zeeuw, Eveline L.; Korhonen, Tellervo; Mauri, Matteo; Pulkkinen, Lea; Rimfeld, Kaili; Rose, Richard J.; van Beijsterveldt, Catharina (Toos) E. M.; et al.

Journal or series: PLoS ONE

eISSN: 1932-6203

Publication year: 2021

Publication date: 29/04/2021

Volume: 16

Issue number: 4

Article number: e0238667

Publisher: Public Library of Science (PLoS)

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1371/journal.pone.0238667

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/75286

Abstract

Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7–14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggressive behavior were high with all other externalizing problems (r: 0.47–0.80) and lower with internalizing problems (r: 0.02–0.39). A negative association was observed with prosocial behavior (r: -0.33 to -0.54). Mean levels of aggressive behavior differed significantly by gender. Despite the higher mean levels of aggressive behavior in boys, the correlations were notably similar for boys and girls (e.g., aggressive-hyperactivity correlations: 0.51–0.75 boys, 0.47–0.70 girls) and did not vary greatly with respect to age, instrument or cohort. Thus, teacher-rated aggressive behavior rarely occurs in isolation; boys and girls with problems of aggressive behavior likely require help with other behavioral and emotional problems. Important to note, higher aggressive behavior is not only associated with higher amounts of other externalizing and internalizing problems but also with lower levels of prosocial behavior.

Keywords: children (age groups); pupils; problem behaviour; aggressiveness; aggressions; prosociality; emotions; teachers; cohort study

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1