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Developmental and social influences on young girls' early problem behavior.
Abstract
A developing body of research suggests that there are few sex differences in the rate and severity of problem behavior in early childhood, but clear sex differences emerge at about 4 years of age. The authors explore 2 hypotheses to further the understanding of emerging sex differences in problem behavior across the first 5 years of life. The first posits that the change in girls' problem behavior from infancy to school entry represents a channeling of early problem behavior into predominantly internalizing problems as a result of socialization. The second hypothesis is that the change in girls' early problem behavior during the preschool period results from the more rapid biological, cognitive, and social-emotional development of girls relative to boys. The authors review research on the influence of parents, teachers, and peers on girls' behavior from infancy to preschool regarding the first hypothesis, whereas they review studies of sex differences in developmental processes to test the second. They find moderate support for both hypotheses and present a comprehensive theory of girls' developmental psychopathology that integrates social and developmental influences.
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“Boys’ greater rates of externalizing emotion expressions such as anger in the toddler/preschool years may be one contributing factor to the higher rates of behavior problems in boys, a gender difference that notably appears around the toddler/preschool age (Keenan & Shaw, 1997).”
From Gender differences in emotion expression in children: A meta-analytic review. (2013) · cites this paper as Keenan & Shaw, 1997
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“Within this socialization, caregivers may socialize gender-role-consistent display rules for emotion (e.g., Chaplin, Casey, Sinha, & Mayes, 2010), which may lead to gender differences in emotion expressions and other behaviors emerging at this time (e.g., Keenan & Shaw, 1997).”
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Metadata
- Authors
- Keenan, K., & Shaw, D.
- Affiliations
- University of Chicago (US)
- Venue
- Psychological Bulletin
- Published
- 1997
- Volume
- 121
- Issue
- 1
- Pages
- 95-113
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- OpenAlex
- W2040659979
- Cited by
- 756
- References
- 5
- Citations by year
- 2026: 5 · 2025: 18 · 2024: 12 · 2023: 11 · 2022: 17 · 2021: 5 · 2020: 18 · 2019: 15 · 2018: 27 · 2017: 44 · 2016: 30 · 2015: 37 · 2014: 31 · 2013: 44 · 2012: 44
- FWCI
- 23.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Bulletin (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5r29mh046925-04)
- National Institute of Mental Health (MH46925)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- sex differences, young girls, internalizing problems, developmental psychopathology, socialization, parental influence, teacher influence, peer influence, preschool children, social-emotional development, biological development, cognitive development
- MeSH terms
- Child, Child Behavior Disorders, Child, Preschool, Female, Gender Identity, Humans, Infant, Internal-External Control, Male, Personality Assessment, Personality Development, Socialization
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