ArticleFrontiers in psychology2020
Co-occurring Trajectories of Direct Aggression and Prosocial Behaviors in Childhood: Longitudinal Associations With Peer Acceptance.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Can Peer Acceptance and Perceptual Accuracy Impact the Effectiveness of Two Formats of a Preventative Intervention on Functional Subtypes of Aggression in Youth?Prevention science : the official journal of the Society for Prevention Research · 2025Trial
- Relationship Between Direct Aggression and Prosocial Behavior: The Role of Attention and Intelligence Among Children at Risk for Behavioral Problems.Child psychiatry and human development · 2026Article
- A Preschool Rhythm and Movement Intervention: RCT Evidence for Improved Social and Behavioral Development.Behavioral sciences (Basel, Switzerland) · 2026Article
- A latent profile analysis of aggression and prosocial behavior in relation to adolescent wellbeing.Frontiers in psychology · 2025Article
- Relations between Prosociality and Psychological Maladjustment in Chinese Elementary and Secondary School Students: Mediating Roles of Peer Preference and Self-Perceived Social Competence.Behavioral sciences (Basel, Switzerland) · 2023Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
This study examined the longitudinal associations among children's direct (physical and verbal) aggression, prosocial behaviors, and peer group acceptance in middle childhood (Grades 1 to 4). Children's co-occurring aggressive and prosocial behaviors were assessed in order to identify distinct trajectory subgroups. Subsequently, variations in the development (i.e., continuity and changes) in peer acceptance were examined for each of the identified subgroups. The sample consisted of 784 children who were ethnically and socioeconomically diverse (47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American; about 65% low SES) who were followed longitudinally from Grades 1 to 4 (
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Registered trials
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