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Developmental Continuity and Change in Physical, Verbal, and Relational
Aggression and Peer Victimization From Childhood to Adolescence
Idean Ettekal
University at Buffalo, State University of New York
Gary W. Ladd
Arizona State University
To investigate the developmental course of aggression and peer victimization in childhood and adoles-
cence, distinct subgroups of children were identified based on similarities and differences in their
physical, verbal and relational aggression, and victimization. Developmental continuity and change were
assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal
study consisted of 482 children (50% females) and was based on peer report data on multiple forms of
aggression and peer victimization. Using person-centered methods including latent profile and latent
transition analyses, most of the identified subgroups were distinguishable by their frequencies (i.e.,
levels) of aggression and victimization, rather than forms (physical, verbal, and relational), with the
exception of 1 group that appeared to be more form-specific. Across subgroups, multiple developmental
patterns emerged characterized as early and late-onset, social interactional continuity, desistance, and
heterotypic pathways. Collectively, these pathways support the perspective that the development of
aggression and peer victimization in childhood and adolescence is characterized by heterogeneity.
Keywords: aggression, relational aggression, peer victimization, bullying, latent transition analysis
It is widely recognized that peer victimization and aggression
are pervasive social problems in childhood and adolescence. In-
deed, one inference that can be made from a growing body of
research is that the perpetration of peer directed aggression and
experiences of peer victimization impact children and adolescents
of different ages, genders, social classes, ethnic groups, and na-
tionalities (Juvonen & Graham, 2001;Lansford et al., 2012). When
examined conjointly, some children are both perpetrators and
victims of peer-directed aggression—aggressive-victims—and ap-
pear to have individual characteristics and social experiences that
are unique from those of children who are primarily aggressors or
victims (Kochenderfer-Ladd, 2003;Pellegrini, Bartini, & Brooks,
1999;Schwartz, 2000;Schwartz, Dodge, Pettit, & Bates, 1997).
Although distinguishing aggressive-victims from aggressors and
(nonaggressive) victims appears to be an important conceptual
distinction with significant implications for children’s adjustment
more broadly, most of the investigations on the development of
peer aggression and victimization have focused on these factors
independently of one another. Thus, additional longitudinal re-
search is warranted to provide further insights into the distinct
developmental course of aggressive-victims from childhood to
adolescence. Accordingly, this study had two specific aims: (a) to
identify the nature (frequencies and forms) of aggressive-victims,
aggressors, and victims in childhood and adolescence, and (b) to
investigate the continuity and changes between and within these
distinct subgroups during this developmental period.
Theoretical Perspectives on the Development of
Childhood Aggression
Early and Late-Onset
Several developmental theories have been proposed to explicate
the development of antisocial behaviors, and aggression in partic-
ular, during childhood and adolescence. Moffitt’s (1993) develop-
mental taxonomy theorized two primary types of antisocial chil-
dren. Those with life-course persistent antisocial behavior are
characterized by childhood onset aggression that remains stable
throughout adolescence. In contrast, those with adolescence-
limited antisocial behavior are characterized by adolescent-onset
antisocial behavior which is more transient in nature such that it
occurs primarily during adolescence. Alternatively, Patterson and
colleagues (1989) proposed an early and late-starter model of
antisocial behavior which differentiated antisocial children based
on their age of onset. These two perspectives were similar in that
This article was published Online First May 22, 2017.
Idean Ettekal, Research Institute on Addictions, University at Buffalo,
State University of New York; Gary W. Ladd, Sanford School and De-
partment of Psychology, Arizona State University.
This investigation was conducted as part of the Pathways Project, a
larger longitudinal investigation of children’s social/psychological/scho-
lastic adjustment in school contexts that is supported by the National
Institutes of Health (1 R01MH-49223, 2-R01MH-49223, R01HD-045906
to GWL). Portions of this article are based on a dissertation submitted by
Idean Ettekal to Arizona State University while under the advisement of
Gary Ladd. The authors thank committee members Larry Dumka, Justin
Jager, Karen Kochel, and Becky Kochenderfer-Ladd for their valuable
feedback. Special appreciation is expressed to all the children, teachers,
and parents who made this study possible, and to members of the Pathways
Project for assistance with data collection.
Correspondence concerning this article should be addressed to Idean
Ettekal, Research Institute on Addictions, University at Buffalo, State
University of New York, 1021 Main Street, Buffalo, NY 14203. E-mail:
iettekal@ria.buffalo.edu
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Developmental Psychology © 2017 American Psychological Association
2017, Vol. 53, No. 9, 1709–1721 0012-1649/17/$12.00 http://dx.doi.org/10.1037/dev0000357
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