Early Childhood Antecedents of Aggression and Passive‐Withdrawal in Early Elementary School

Abstract

Early childhood antecedents of elementary school aggression and passive-withdrawal were evaluated in a large longitudinal study (N= 191) With teacher ratings as outcome measures, a variety of predictor variables were selected from a comprehensive data base Predictors were selected to represent several major factors (a) a developmental history of insecure attachment and poor adjustment, (b) inadequate or hostile parental care, and (c) stressful or chaotic life circumstances Support was found for the prediction of these behavior problems from early childhood measures (up to one third of the variance), with results varying with sex and outcome measure Results were stronger for boys than girls, and stronger for aggression than for passive-withdrawal Boys' outcome was strongly related to attachment classification at 18 months It is suggested that these findings support Bowlby's view that early acquired “working models” of self and other affect later interpersonal functioning