Internal representational models of peers: Implications for the development of problematic behavior

The authors investigated the relation between children's knowledge structur es forcers and externalizing behavior problems. Initial levels of aggressio n were evaluated in 135 boys and 124 girls (Grades 1-3; 40% African America n, 60% Caucasian) in Year 1 and again in Years 6 and 9. In Year 6, 3 aspect s of their social knowledge structures were assessed: quality, density, and appropriateness. Results indicate that knowledge structures are related to children's concurrent levels of externalizing behaviors and that knowledge structures are related to children's concurrent levels of externalizing be haviors and predict externalizing behaviors 3 years later even after contro lling for current levels of behavior. In addition, knowledge structures in Year 6 mediate the relation between aggression in Year 1 and externalizing behaviors in Year 9. The role of knowledge structures in the maintenance an d growth of children's antisocial behavior is discussed.