Sophie Chaput-Langlois, Sophie Parent, Natalie Castellanos-Ryan, Richard E Tremblay, Jean R Séguin
{"title":"Profiles of children's social behaviors and peer victimization in early elementary school: Sex differences and stability over time.","authors":"Sophie Chaput-Langlois, Sophie Parent, Natalie Castellanos-Ryan, Richard E Tremblay, Jean R Séguin","doi":"10.1037/dev0002011","DOIUrl":null,"url":null,"abstract":"<p><p>Research suggests that younger children engage in fewer peer victimization roles compared to their older peers (e.g., aggressor, victim, defender). Still, the development of these roles throughout early elementary school remains unclear. Additionally, aggression and social behaviors evolve differently in boys and girls, yet sex differences in these roles are not well understood. This study examined children's profiles of involvement in physical and relational aggression, prosocial behaviors, and peer victimization in kindergarten and first and second grades by using latent profile analyses and testing profile similarity across sex and school years. Then, it examined the stability of profile membership from kindergarten to second grade before testing how early socioeconomic status predicted profile membership. The sample included 1,757 children of various sociodemographic backgrounds, mostly White, from a longitudinal birth study in Canada. Boys' profiles aligned with a four-role typology that remained consistent from kindergarten to second grade: prosocial, normative, moderately aggressive-victimized (AV), and highly AV profiles. In kindergarten, girls' typology also included four profiles: prosocial, normative, relationally aggressive, and AV. By first grade, a fifth profile emerged: victimized girls. Profile membership for both boys and girls was generally very stable over time, and low socioeconomic status predicted higher odds of belonging to any AV profiles compared to prosocial ones. These findings underscore both developmental similarities and distinctions in boys' and girls' social behaviors and experiences in early elementary school and the precocity of stable membership in at-risk profiles. They highlight socioeconomic status as an early risk factor that could inform prevention research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1825-1848"},"PeriodicalIF":3.1000,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0002011","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/7/17 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Research suggests that younger children engage in fewer peer victimization roles compared to their older peers (e.g., aggressor, victim, defender). Still, the development of these roles throughout early elementary school remains unclear. Additionally, aggression and social behaviors evolve differently in boys and girls, yet sex differences in these roles are not well understood. This study examined children's profiles of involvement in physical and relational aggression, prosocial behaviors, and peer victimization in kindergarten and first and second grades by using latent profile analyses and testing profile similarity across sex and school years. Then, it examined the stability of profile membership from kindergarten to second grade before testing how early socioeconomic status predicted profile membership. The sample included 1,757 children of various sociodemographic backgrounds, mostly White, from a longitudinal birth study in Canada. Boys' profiles aligned with a four-role typology that remained consistent from kindergarten to second grade: prosocial, normative, moderately aggressive-victimized (AV), and highly AV profiles. In kindergarten, girls' typology also included four profiles: prosocial, normative, relationally aggressive, and AV. By first grade, a fifth profile emerged: victimized girls. Profile membership for both boys and girls was generally very stable over time, and low socioeconomic status predicted higher odds of belonging to any AV profiles compared to prosocial ones. These findings underscore both developmental similarities and distinctions in boys' and girls' social behaviors and experiences in early elementary school and the precocity of stable membership in at-risk profiles. They highlight socioeconomic status as an early risk factor that could inform prevention research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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