Introduction: Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner’s ecological system theory.
Methods: Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children’s emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour.
Results: Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals.
Discussion: The study advances theoretical understanding by examining how factors within preschoolers’ microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.

Keywords: peer aggression, peer victimization, preschool, microsystem, community cohesion


中文翻译：

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学龄前攻击与受害：对直接社会环境的短期纵向分析

简介：学龄前攻击行为是一个重大问题，需要超越个人因素进行深入检查。这项研究探讨了个体特征、直接社会环境变量以及学龄前儿童被提名为攻击者或受害者的可能性之间的联系。该研究的新颖之处在于，它采用多信息方法，在布朗芬布伦纳的生态系统理论的背景下，对家庭动态、同伴关系、师生互动和社区因素与学前攻击行为之间的关系进行了全面的纵向研究。
方法：在相隔四个月的两个时间点收集数据，以调查社会人口、个人、家庭和学校因素与随后的儿童攻击行为之间的相互作用。该研究包括 394 名儿童（184 名女孩，210 名男孩），年龄为 3 至 6 岁（M = 4.36，SD = 0.87）。照顾者完成了有关社会经济状况、社区关系、儿童情绪调节和家庭功能的调查问卷。教师评价与每个孩子的亲密程度，而孩子们则评价喜欢和不喜欢的同龄人，以及那些表现出攻击性或受害行为的人。
结果：逻辑回归模型揭示了同伴攻击和受害与微系统中的个体因素之间存在更强的关联。令人惊讶的是，社区凝聚力显示出与儿童被提名为受害者的可能性增加之间存在强有力的正相关关系，这挑战了积极的养育做法和强大的社区凝聚力总是会给个人带来积极结果的假设。
讨论：该研究通过研究学龄前儿童微系统内的因素如何影响攻击行为，促进了理论理解，有助于建立更全面的模型来解决学校中的学前攻击和受害问题。研究结果强调了有针对性的干预措施的重要性，强调及早识别攻击性或受害迹象以及针对社交和情感技能发展的定制计划。解决父母压力和父母间冲突至关重要。此外，基于社区的举措，例如加强支持网络，在促进学龄前儿童更健康的社会动态方面发挥着关键作用。

关键词:同伴攻击, 同伴受害, 学前班, 微系统, 社区凝聚力