Callous-unemotional traits and pubertal development
Purpose: This study aims to explore the effects of callous-unemotional (CU) traits on disruptive behavior during the ages of 11 and 12 while considering main and moderating influences associated with pubertal development (PD), distinguishing outcomes by sex. Methods: This longitudinal study of a Spa...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:292041 |
| Acceso en línea: | https://ddd.uab.cat/record/292041 https://dx.doi.org/urn:doi:10.1016/j.jcrimjus.2024.102184 |
| Access Level: | acceso abierto |
| Palabra clave: | Adolescence Callous-unemotional traits Disruptive behavior Pubertal development |
| Sumario: | Purpose: This study aims to explore the effects of callous-unemotional (CU) traits on disruptive behavior during the ages of 11 and 12 while considering main and moderating influences associated with pubertal development (PD), distinguishing outcomes by sex. Methods: This longitudinal study of a Spanish community sample explores children at ages 11 (n = 447, M = 11.6, SD = 0.3) and 12 (n = 360, M = 12.8, SD = 0.3). Separate linear regression models were estimated according to age and sex and for each analyzed outcome of disruptive behavior. Results: Significant interactions between CU traits and PD in boys at age 11, and in girls at age 12, on disruptive behavior were found. Specifically, the odds of disruptive behavior increased with higher CU scores only in boys with medium or high PD and in girls with low or medium PD. CU traits were directly associated with higher externalizing problem scores reported by teachers, regardless of PD level for both boys and girls. Conclusions: There are sex-specific patterns in the relationship between CU traits, PD, and disruptive behavior in children aged 11 and 12. CU traits and PD should be considered when assessing and treating disruptive behavior in clinical practice. |
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