Do callous-unemotional traits and aggression predict later disruptive school behaviours?
Degree GrantorUniversity of Canterbury
Degree NameMaster of Science
The current study obtained teacher and parent ratings of callous unemotional (CU) traits and aggression of 118 low socio economic middle school children at Time 1 and investigated the extent to which these variables individually and combined were able to predict school disruptive behaviours as by rated their teachers in Time 2 using multiple regression. Other Time 2 school variables were also assessed for their ability to add to the predictive model using stepwise hierarchical regression. The results showed both aggression and CU traits were predictive, but that CU traits did not explain additional variance over and above aggression. Two school variables were found to also explain additional variance over and above aggression at a statistically significant level. The first, that subtracted the total number of antisocial peers from total number of prosocial peers, was a stronger predictor than antisocial peers. The second, caregiver’s involvement in assisting their child with school homework, was assumed to represent parental support. Interpretations, limitations and areas for future research are discussed.