Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher—as well as peer—relationships. Using data from z-proso, a longitudinal study of Swiss youth (n = 1523; 785 males), an autoregressive latent trajectory model with structured residuals (ALT-SR) was fit over ages 11, 13, and 15 to examine within-person developmental links between aggression, internalizing problems, and the mediating role of peer and teacher relationships, while disaggregating between- and within-person effects. Teacher and peer relationships did not play a role in the progression of externalizing to internalizing problems or vice versa, however, teacher and peer relationships showed a protective effect against developing internalizing problems at ages 13. The results suggest that good quality relationships with teachers in early adolescence can help prevent internalizing problems from developing.

先前的研究为通过同伴和学术问题等机制在外部化和内部化问题之间发展级联提供了证据。然而，仍然有必要阐明其他可以作为干预目标的关键调解过程。因此，这项研究评估了侵略性与内在化之间的发展联系是否由教师以及同伴关系所调节。使用来自z-proso的数据，对瑞士青年进行纵向研究（n = 1523; 785位男性），采用11岁，13岁和15岁之间的具有结构残差的自回归潜在轨迹模型（ALT-SR），以研究侵略，内在化问题以及同伴和老师关系的中介作用之间的人际发展联系，同时分解人与人之间的影响。老师和同伴的关系在外部化到内部化问题的过程中不起作用，反之亦然，但是，老师和同伴的关系显示出对13岁时发展内部化问题的保护作用。结果表明，早期与老师的良好关系青春期可以帮助防止内部问题的发展。