Developmental Cascades from Aggression to Internalizing Problems Via Peer and Teacher Relationships from Early to Middle Adolescence

Murray, Aja Louise, Speyer, Lydia, Eisner, M, Ribeaud, Denis, Obsuth, Ingrid, Murray, George and McKenzie, Karen (2021) Developmental Cascades from Aggression to Internalizing Problems Via Peer and Teacher Relationships from Early to Middle Adolescence. Journal of Youth and Adolescence. ISSN 0047-2891 (In Press)

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Abstract

Previous research has provided evidence for developmental cascades between externalizingand internalizing problems via mechanisms such as peer and academic problems; however,there remains a need to illuminate other key mediating processes that could serve asintervention targets. This study, thus, evaluated whether developmental associations betweenaggression and internalizing are mediated by teacher - as well as peer - relationships. Usingdata from z-proso, a longitudinal study of Swiss youth (n = 1523; 785 males), anautoregressive latent trajectory model with structured residuals (ALT-SR) was fit over ages11, 13, and 15 to examine within-person developmental links between aggression,internalizing problems, and the mediating role of peer and teacher relationships, whiledisaggregating between- and within-person effects. Teacher and peer relationships did notplay a role in the progression of externalizing to internalizing problems or vice versa,however, teacher and peer relationships showed a protective effect against developinginternalizing problems at ages 13. The results suggest that good quality relationships withteachers in early adolescence can help prevent internalizing problems from developing.

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