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Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior

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  • Aitana Fernández-Sogorb

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • Ricardo Sanmartín

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • María Vicent

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

  • José Manuel García-Fernández

    (Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, 03690 Alicante, Spain)

Abstract

Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old ( M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large ( d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger ( d = 0.56) and hostility ( d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.

Suggested Citation

  • Aitana Fernández-Sogorb & Ricardo Sanmartín & María Vicent & José Manuel García-Fernández, 2020. "Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6199-:d:392999
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    References listed on IDEAS

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    1. Aitana Fernández-Sogorb & María Vicent & Carolina Gonzálvez & Ricardo Sanmartín & Antonio Miguel Pérez-Sánchez & José Manuel García-Fernández, 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children," Sustainability, MDPI, vol. 12(3), pages 1-11, February.
    2. Emma Carey & Amy Devine & Francesca Hill & Dénes Szűcs, 2017. "Differentiating anxiety forms and their role in academic performance from primary to secondary school," PLOS ONE, Public Library of Science, vol. 12(3), pages 1-20, March.
    3. Shachar, Keren & Ronen-Rosenbaum, Tammie & Rosenbaum, Michael & Orkibi, Hod & Hamama, Liat, 2016. "Reducing child aggression through sports intervention: The role of self-control skills and emotions," Children and Youth Services Review, Elsevier, vol. 71(C), pages 241-249.
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    1. Aitana Fernández-Sogorb & Nelly G. Lagos-San Martín & Ricardo Sanmartín & María Vicent, 2021. "Child Anxiety Profiles in Chilean Elementary School Students and Academic Self-Attributions in Mathematics," SAGE Open, , vol. 11(4), pages 21582440211, November.
    2. Ascensión Palomares-Ruiz & Ramón García-Perales & Antonio Cebrián-Martínez & María Inés Martín-García, 2021. "Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance," Sustainability, MDPI, vol. 13(13), pages 1-15, June.
    3. Aitana Fernández-Sogorb & Ricardo Sanmartín & María Vicent & Carolina Gonzálvez, 2021. "Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress," IJERPH, MDPI, vol. 18(3), pages 1-15, January.

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