School, family and community environment and its relation toaggressive and pro-social behaviour in 3 to 12 years oldchildren, Medellin, Colombia, 2001
DOI:
https://doi.org/10.17533/udea.rfnsp.276Keywords:
Pro-social behavior, aggressive behavior, hyperactivity, multilevelmodelsAbstract
A cross sectional study was carried out using multilevel linearmodels methodology. Children’s educational institutions and neighborhoods were taken as their natural context to describe relationsbetween aggressive and prosocial behaviors, individual and environmental characteristics of 3 to 12 years old children living innortheastern areas of Medellin. Analysis of two secondary datasources were performed on COPRAG test and the study of familiesmade by the Social Work School of Universidad Pontificia Bolivariana in Medellin. Characteristics were analyzed looking for answersto the problem of aggressive behaviors in students. Among the moreimportant results there is the finding that boys are statistically more aggressive than girls (P < 0.01) and girls are statistically more pro-social than boys (p < 0.01). School context impact on aggressive and pro-social behavior was proved (P < 0.01). Once again itwas confirmed that interaction between classmates have an influence on the development of socially acceptable conducts; among otherfindings it was also observed that children with a high academicperformance tend to be more pro-social than those below class average (P < 0,01).
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