RT Journal Article
T1 Gender Differences in the Development of Children’s Conduct Problems: A Four-Year Longitudinal Study
A1 Álvarez Voces, María
A1 Romero Triñanes, Estrella
K1 Conduct problems
K1 Trajectories
K1 Childhood
K1 Gender
K1 Latent class growth analyses
AB Gender differences in the trajectories of conduct problems have received very little attention in the literature. The present four-year longitudinal study explores gender differences in conduct problems trajectories through early childhood, assessing gender-specific predictors and outcomes. We identified gender-separated conduct problems trajectories in a sample of 2246 young children (Mage in wave 1 = 4.25; 48.5% girls) using latent class growth analyses. We found five trajectories for girls (i.e., low, average, downward, upward, and stable high) and four for boys (i.e., low, average, stable high, and upward). Low parental warmth was related to the most problematic trajectories only in girls. The interpersonal psychopathic trait (grandiose-deceitful) was more pronounced in girls with higher conduct problems scores relative to other psychopathic traits, whereas in boys, the impulsive trait stood out. Meanwhile, boys’ trajectories were more diverse in terms of negative outcomes (e.g., bullying, victimization) than those of girls. This study contributes to the body of work on heterogeneity in conduct problems by identifying different trajectories according to gender, and shows the relevance of gender in understanding the predictors, development, and outcomes of conduct problems.
PB Springer
YR 2025
FD 2025
LK https://hdl.handle.net/10347/41856
UL https://hdl.handle.net/10347/41856
LA eng
NO Álvarez-Voces, M., Romero, E. Gender Differences in the Development of Children’s Conduct Problems: A Four-Year Longitudinal Study. J Child Fam Stud 34, 518–531 (2025). https://doi.org/10.1007/s10826-024-02999-5
NO This study was supported by the projects PID2019-107897RB-I00 funded by MCIU/AEI/10.13039/501100011033, TED2021-130824B-C22 funded by MCIU/AEI/10.13039/501100011033, and by the UE “NextGenerationEU”/PRTR, and ED431C (2022/17) funded by Xunta de Galicia. In addition, this study was supported by a grant provided by the University Teacher Training Program (MAV, Reference: FPU21/00552) funded by MICIU/AEI/10.13039/501100011033 and by FSE+. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
DS Minerva
RD 28 abr 2026