Trajectories of childhood bullying behaviors and conduct problems

Associations with cognitive functioning in a nationally representative cohort study

Bibliographic Data

ID9787799
AuthorsFrédéric Thériault-Couture, Frédéric Thériault‐Couture (0000-0002-6909-7408, Université Laval, corresponding author), Jessica Agnew-Blais (0000-0002-0755-6867, Queen Mary University of London), Virginia Carter Leno (0000-0002-7455-5514, King's College London), Andrea Danese (0000-0001-8718-5412, King's College London), Keertana Ganaesan (University College London), Tracye Matthews (0000-0001-9955-6524, University of Greenwich), Timothy Matthews, Geneviève Morneau-Vaillancourt (0000-0002-5322-6252, International Centre for Comparative Criminology), Kanani N Thompson (0000-0003-1818-0428, Purdue University West Lafayette), Katherine N Thompson (0000-0002-6234-8390), Sania Shakoor (0000-0003-1669-0555, Queen Mary University of London), Louise Arseneault (0000-0002-2938-2191, King's College London)
Year2025
Volume61
Issue2
Pages351-365
Publication date2025-02-01
Open AccessYes
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0001788
PMID39172423
OpenAlexW4401760179
LanguageEN
Citations received2

Bullying behaviors and conduct problems are two forms of antisocial behavior that frequently co-occur in childhood. However, it remains unclear whether their developmental trajectories are distinct and the extent to which different aspects of cognitive functioning account for their development. We aimed to disentangle the developmental trajectories of bullying behaviors and conduct problems, test their interrelations across childhood, and assess associations with children's early cognitive functioning (executive functions, intelligent quotient [IQ], and theory of mind). Participants included 2,232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We performed dual group-based trajectory modeling on combined parent and teacher reports of children's bullying behaviors and conduct problems at 5, 7, 10, and 12 years. We assessed associations with age 5 cognitive functioning using regression analyses. We identified five developmental trajectories for bullying behaviors and four for conduct problems. The developmental course of both behaviors was interrelated most strongly among those with high levels. A subgroup of children was likely to transition from conduct problems to bullying behaviors as they got older. Lower IQ was associated with both antisocial behavior trajectories, whereas lower theory of mind was only associated with conduct problems trajectories. The developmental course of bullying behaviors and conduct problems is distinct but linked across childhood. Interventions targeting bullying behaviors or conduct problems could benefit from more integration and should take into account children's cognitive functioning. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Cognition · Cognitive development · Cognitive skill · Cohort · Conduct disorder · Developmental psychology · Psychiatry · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Psychology

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