The role of low executive attentional control and home aggression in the growth of childhood aggression on the playground as mediated by peer rejection

The present study investigated the relationship of executive attentional control, home aggression, and peer rejection to initial display and growth in physical and verbal aggression on the playground during kindergarten and first grade. Multiple measures were used to assess aggression, executive attentional control and peer rejection, and observational methods were used to assess playground aggression. Results suggest that boys and girls demonstrate increases in playground aggression during kindergarten and first grade. There were significant gender differences in variables that predicted chronic levels at which children displayed aggression on the playground. Boys' rates of physical and verbal aggression were found to be incremented by home aggression, but girls' rates on the playground were diminished by home aggression. Executive attentional control predicted boys' playground aggression. Both executive attentional control and home aggression were associated with increased peer rejection for girls and boys. Peer rejection did not mediate the effects of home aggression or executive attentional control on playground aggression. The results of the study indicate that gender-specific developmental paths may increment risk for early-onset and persisting aggressive behavior. The findings support the assertions that the development of aggressive and antisocial behavior is best predicted by the interaction of biological and environmental factors, and that risk factors differ by gender. This research supports the potential benefits of intervening at the transition to elementary school by targeting home aggression and child executive control functions to reduce children's risk for early-onset antisocial behavior.