Terry E. Duncan’s research while affiliated with Oregon Social Learning Center and other places

The relation among child antisocial behavior, child coercive exchanges with parents and peers, and the social adaptation of middle-childhood-aged boys and girls was investigated. The 374 children were observed during laboratory tasks with their parents and during recess with peers. A covariance model was tested that hypothesized that coercive exchanges with parents and peers would contribute uniquely to a multiple-agent assessment of child antisocial behavior, supporting an ecological view of social development. A single model described both boys and girls adequately, although minor gender-specific variations in effect size did produce a better fit. Children's antisocial behavior was associated with school maladaption primarily among boys, as represented by academic engagement in the classroom and peer nominations of social preference. Children's antisocial behavior and coercive interactions, in contrast, were correlated with peer antisocial behavior in both girls and boys.