Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade

High rates of aggressive-disruptive behavior exhibited by children during their initial years of elementary school increase their risk for significant behavioral adjustment problems with teachers and peers. The purpose of the present study was to examine the unique and combined contributions of child vulnerabilities and school context to the development of aggressive-disruptive student behavior during first grade. Parent ratings and child interviews assessed three child characteristics associated with risk for the development of aggressive behavior problems in elementary school (aggressive-disruptive behaviors at home, attention problems, and social cognitions) in a sample of 755 first-grade children in four demographically diverse American communities. Two school characteristics associated with student aggressive-disruptive behavior problems (low-quality classroom context, school poverty levels) were also assessed. Linear and multilevel analyses showed that both child and school characteristics made independent and cumulative contributions to the development of student aggressive-disruptive behavior at school. Although rates of student aggressive-disruptive behavior varied by gender and race, the predictive model generalized across all groups of children in the study.     

中国道教界保护环境的八年规划(2010-2017)纲要意见

当前，面对全球性的环境恶化趋势，人们已普遍意识到，人类文明的发展必须与环境的保护相协调。维护人与自然的和谐，走可持续的文明发展道路，已成为世界各国人民的共识。