Who Started The Developmental Characteristics Of Students' Externalizing Problem Behaviors And Their Interaction Between Peer Rejection

There are two important research tendencies in problem behaviors field recently. The first one is focusing on the clustering characters of problem behaviors, under which the researchers identify less problem behavior clusters according to certain quality or mechanism. The externalizing behaviors and internalizing behaviors are the product under this approach, and the former is classified to four problem clusters based on some theories and fact by Frick at 1993. The second tendency is paying more attention to the different developmental mechanism of problem behaviors in the life-span process. At 1993, Moffitt proposed that the life-course persisted antisocial behavior and the adolescence-limited antisocial behavior have great differences in developmental mechanism, besides they have similar forms on antisocial adolescent. The new two tendencies are the result of some new gigantean theories and rich scientific conclusions of researches, rather than an accidental phenomenon.This research aims at detecting the fundamental developmental characters of early adolescents'externalizing behaviors and to uncover the mutual relations between the externalizing behaviors and the peer rejection probably caused by the problem behaviors, and to approve whether the late-onset externalizing behaviors (also named the adolescence-limited externalizing behaviors) exist or not. There are 529 subjects who are all the first grade students at middle school and measured twice in this longitudinal study, sampling from three different areas by the whole-group sampling method. The multiple reporters guarantee the quality of the data, which is acquired by teachers'reporting, self-reporting, and peer rating simultaneously under the Chinese reversion CCBCL (the clustering Child Behavior Checklist). The main conclusions of this research are as follows:1. The teachers'reporting, self-reporting, and peer rating can measure the externalizing behaviors validly in the cross-section designs. Comparing to the self-reporting and teachers'reporting, peer rating can measure the characteristics of adolescents'externalizing behaviors more steadily and convincingly in this longitudinal study.2. There is a relative high single-out rate of different externalizing behaviors on the first grade students at junior middle school, with more covert and nondestructive problem behaviors, especially the boys perform more externalizing behaviors than girls. The orders are opposition, status violations, aggression, and property violations from big to small at three areas according to the proportion of single-out externalizing adolescents.3. The four adolescents'externalizing behaviors are increasing in a certain degree after three months. The magnitude of boys'destructive behaviors is higher than girls', at the same time, the magnitude of girls'nondestructive behaviors is higher than boys'. The order of the magnitude of destructive behaviors is country, city-country conjunction, and inner city from high to low, meanwhile the order of magnitude of nondestructive behaviors is city-country conjunction and inner city, with the subjects from country having a surprising decrease.4. The four clustering externalizing behaviors are all positive relevant to peer rejection at the same measurement. Aggression has a main effect significantly on peer rejection, but not on peer acceptance; the other three externalizing behaviors have a significant main effect on both peer rejection and peer acceptance at the first measurement. At the second measurement, however, the four clustering externalizing behaviors have a main effect on both peer rejection and peer acceptance separately.5. The four clustering externalizing behaviors both significantly predict their corresponding peer rejection at the same measurement. The four clustering externalizing behaviors and the corresponding peer rejection at the first measurement can positively predict their counterparts at the second measurement. The four behaviors of the first measurement can not positively predict the peer rejection of the second measurement, meanwhile the peer rejection of the first measurement can also not positively predict the four behaviors of the second measurement.6. Many late-onset adolescents performing externalizing behaviors are singled out in this study. The proportions of different externalizing behaviors exist gender differences and geography differences.7. The late-onset externalizing behaviors are all positively relevant to the corresponding peer rejection. The whole late-onset externalizing behaviors predicts its corresponding peer rejection significantly.