ABSTRACT

Objective

Callous-unemotional traits (CU) traits are characterized by low empathy, guilt, and reduced sensitivity to others’ feelings, along with a reduced drive for social affiliation. However, little is known about the relationships between CU traits and social affiliation in the school context, or the influence of gender on these associations. This study tested reciprocal associations between CU traits and school-based affiliative relationships and explored gender as a potential moderator.

Method

The sample included South Korean children aged 10 to 12 years (N = 218, M = 11.03, SD = .65, 52% boys). Children reported on CU traits, antisocial behavior, teacher-student relationship quality, and peer affiliation. Three-wave longitudinal cross-lagged models tested reciprocal associations between CU traits and affiliation with both teachers and peers, with multi-group modeling employed to test the moderating effect of gender.

Results

Higher CU traits at time 1 predicted decreases in teacher affiliation at time 2 controlling for CU traits, teacher-child affiliation, and antisocial behavior at time 1, while lower teacher-child affiliation at time 2 predicted increases in CU traits at time 3 accounting for CU traits, teacher-child affiliation, and antisocial behavior at time 2. However, there were no reciprocal associations between CU traits and teacher affiliation nor significant associations between CU traits and peer affiliation. Gender did not moderate any pathways between CU traits and teacher or peer affiliation.

Conclusions

Findings indicate CU traits may reduce teacher-child affiliation, potentially escalating risk for further increases in CU traits. Thus, teacher-child affiliation may represent an important target for school-based intervention for children with elevated CU traits regardless of gender.

中文翻译：

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韩国儿童冷酷无情（CU）特征与学校亲和关系之间的纵向关联

摘要

客观的

冷酷无情特质（CU）的特点是缺乏同理心、内疚感、对他人感受的敏感性降低，以及社会归属感降低。然而，人们对学校背景下的 CU 特征与社会归属之间的关系或性别对这些关联的影响知之甚少。这项研究测试了 CU 特征与学校亲缘关系之间的相互关联，并探讨了性别作为潜在调节因素的作用。

方法

样本包括 10 至 12 岁的韩国儿童（N = 218，M = 11.03，SD = 0.65，52% 是男孩）。孩子们报告了 CU 特征、反社会行为、师生关系质量和同伴关系。三波纵向交叉滞后模型测试了 CU 特征与教师和同龄人的关系之间的相互关联，并采用多组模型来测试性别的调节作用。

结果

时间 1 较高的 CU 特征预测时间 2 时教师归属感的下降，控制了时间 1 时的 CU 特征、师生关系和反社会行为，而时间 2 时较低的师生关系则预测时间 3 时 CU 特征的增加时间 2 时的 CU 特征、师生关系和反社会行为。然而，CU 特征和教师关系之间没有相互关联，CU 特征和同伴关系之间也没有显着关联。性别并没有调节 CU 特征与教师或同伴关系之间的任何路径。

结论

研究结果表明，CU 特征可能会降低师生关系，从而可能增加 CU 特征进一步增加的风险。因此，师生关系可能是对 CU 特征升高的儿童（无论性别）进行学校干预的重要目标。