TY  - JOUR
PY  - 2021//
TI  - Developmental cascades from aggression to internalizing problems via peer and teacher relationships from early to middle adolescence
JO  - Journal of youth and adolescence
A1  - Murray, Aja Louise
A1  - Obsuth, Ingrid
A1  - Speyer, Lydia
A1  - Murray, George
A1  - McKenzie, Karen
A1  - Eisner, Manuel
A1  - Ribeaud, Denis
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher-as well as peer-relationships. Using data from z-proso, a longitudinal study of Swiss youth (n = 1523; 785 males), an autoregressive latent trajectory model with structured residuals (ALT-SR) was fit over ages 11, 13, and 15 to examine within-person developmental links between aggression, internalizing problems, and the mediating role of peer and teacher relationships, while disaggregating between- and within-person effects. Teacher and peer relationships did not play a role in the progression of externalizing to internalizing problems or vice versa, however, teacher and peer relationships showed a protective effect against developing internalizing problems at ages 13. The results suggest that good quality relationships with teachers in early adolescence can help prevent internalizing problems from developing.<p />  <p>Language: en</p>
LA  - en
SN  - 0047-2891
UR  - http://dx.doi.org/10.1007/s10964-021-01396-1
ID  - ref1
ER  -