Teacher Ratings of Externalizing Behavior at School Entry for Boys and Girls: Similar Early Predictors and Different Correlates

In a test of Patterson's Coercion Theory with young children, 156 children (82 boys and 74 girls) were studied to assess the extent to which parenting and child variables, assessed at 18 months, would predict teacher ratings of externalizing child behaviors at age 5. Child playgroup behavior, p...

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Bibliographic Details
Published in:Journal of child psychology and psychiatry 1998-05, Vol.39 (4), p.555-566, Article S002196309800225X
Main Authors: Fagot, Beverly I., Leve, Leslie D.
Format: Article
Language:English
Subjects:
Antisocial Personality Disorder - diagnosis
Antisocial Personality Disorder - psychology
Behavior
Biological and medical sciences
Child
Child Behavior Disorders - diagnosis
Child Behavior Disorders - psychology
Child development
Child psychology
Child, Preschool
Coercion
Developmental psychology
Externalizing behaviour
Female
Follow-Up Studies
Fundamental and applied biological sciences. Psychology
Gender differences
Gender Identity
Humans
Intelligence Tests - statistics & numerical data
Internal-External Control
Longitudinal Studies
Male
Object Attachment
Parenting - psychology
Parents & parenting
Personality Assessment - statistics & numerical data
Personality Development
Predictors
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Ratings & rankings
Teachers
Young children
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Summary:In a test of Patterson's Coercion Theory with young children, 156 children (82 boys and 74 girls) were studied to assess the extent to which parenting and child variables, assessed at 18 months, would predict teacher ratings of externalizing child behaviors at age 5. Child playgroup behavior, parent coercion during home observations, and marital status each emerged as predictors, whereas child temperament, attachment classification, and gender did not. At age 5, the correlates of externalizing behaviors differed for boys and girls. Boys rated higher on externalizing behaviors by the teachers presented many problems in the home and school, whereas externalizing girls did not. In fact, girls rated higher on externalizing behaviors performed better on an intelligence test, yet the girls perceived themselves as less competent.
ISSN:0021-9630
1469-7610
DOI:10.1017/S002196309800225X