TY - JOUR
T1 - Do Specific Transitional Patterns of Antisocial Behavior during Adolescence Increase Risk for Problems in Young Adulthood?
AU - Cook, Emily C.
AU - Pflieger, Jacqueline C.
AU - Connell, Arin M.
AU - Connell, Christian M.
N1 - Funding Information:
This research uses data from Add Health, a program project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations. Special acknowledgment is due Ronald R. Rindfuss and Barbara Entwisle for assistance in the original design. Information on how to obtain the Add Health data files is available on the Add Health website ( http://www.cpc.unc.edu/addhealth ). No direct support was received from grant P01-HD31921 for this analysis. Support for Dr. Cook and Dr. Pflieger’s time on this manuscript was provided by a NIDA funded Postdoctoral Research Training Program in Substance Abuse Prevention (T32DA019426).
Publisher Copyright:
© 2014, Springer Science+Business Media New York.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - Latent transition analysis was used to identify patterns and trajectories of antisocial behavior (ASB) and their association with young adult outcomes in a nationally representative sample of adolescents (N = 5,422; 53.9 % female). Participants were on average 13.96 years of age (SD = 1.06) at wave 1 of the study. Latent class analysis identified four classes of ASB including a non-ASB class, an aggressive class, a petty theft class, and a serious ASB class. In general, youth who were classified as serious stable ASB were the most at risk for problematic functioning in young adulthood. Youth who escalated to more serious patterns of ASB or reduced involvement also were at greater risk of negative outcomes in young adulthood compared to stable non-ASB youth, although they generally fared better than youth involved in stable patterns of more serious ASB. Gender differences indicated that involvement in ASB was a greater risk factor for alcohol use among boys and a greater risk factor for depression among girls in young adulthood. Results are discussed in terms of the predictive validity of classes of ASB to functioning in young adulthood and the implications of this research for prevention efforts.
AB - Latent transition analysis was used to identify patterns and trajectories of antisocial behavior (ASB) and their association with young adult outcomes in a nationally representative sample of adolescents (N = 5,422; 53.9 % female). Participants were on average 13.96 years of age (SD = 1.06) at wave 1 of the study. Latent class analysis identified four classes of ASB including a non-ASB class, an aggressive class, a petty theft class, and a serious ASB class. In general, youth who were classified as serious stable ASB were the most at risk for problematic functioning in young adulthood. Youth who escalated to more serious patterns of ASB or reduced involvement also were at greater risk of negative outcomes in young adulthood compared to stable non-ASB youth, although they generally fared better than youth involved in stable patterns of more serious ASB. Gender differences indicated that involvement in ASB was a greater risk factor for alcohol use among boys and a greater risk factor for depression among girls in young adulthood. Results are discussed in terms of the predictive validity of classes of ASB to functioning in young adulthood and the implications of this research for prevention efforts.
UR - http://www.scopus.com/inward/record.url?scp=84939884263&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84939884263&partnerID=8YFLogxK
U2 - 10.1007/s10802-014-9880-y
DO - 10.1007/s10802-014-9880-y
M3 - Article
C2 - 24893667
AN - SCOPUS:84939884263
SN - 0091-0627
VL - 43
SP - 95
EP - 106
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
IS - 1
ER -