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dc.contributor.authorCabello González, Rosario es_ES
dc.contributor.authorGutiérrez-Cobo, María Josées_ES
dc.contributor.authorFernández-Berrocal, Pabloes_ES
dc.date.accessioned2018-02-15T10:45:48Z
dc.date.available2018-02-15T10:45:48Z
dc.date.issued2017-07-10
dc.identifier.citationCabello-González, R.; Gutiérrrez-Cobo, M.J.; Fernández-Berrocal, P. Parental Education and Aggressive Behavior in Children: A Moderated-Mediation Model for Inhibitory Control and Gender. Frontiers in Psychology, 8: 1181 (2017). [http://hdl.handle.net/10481/49561]es_ES
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10481/49561
dc.description.abstractAggressive behaviors are highly prevalent in children. Given their negative consequences, it is necessary to look for protective factors that prevent or reduce their progress in early development before they become highly unshakable. With a sample of 147 children, the present study aimed to assess the relation between parental education and inhibitory control in the aggressive behavior of children aged from 7 to 10 years. The participants completed a go/no-go task to assess inhibitory control, whilst their parents reported their education level, and their teachers rated the aggressive behavior of the children through the Teacher Rating Scale (TRS) of the Behavior Assessment System for Children 2 (BASC-2). The results showed that both parental education and inhibitory control determined aggressive behavior in children. In addition, inhibitory control partially mediated the associations between parental education and aggressive behavior after accounting for age. However, a moderated mediation model revealed that lower parental education was associated with higher levels of aggressive behavior, which, in girls occurred independently of inhibitory control. In contrast, inhibitory control mediated this relation in boys. These results suggest the importance of parental education and inhibitory control in the aggressive behavior of children, supporting the idea that both constructs are relevant for understanding these conduct problems in schools, particularly in boys. The clinical implications of these findings are discussed, along with possible future lines of investigation.en_EN
dc.description.sponsorshipThis research was partially supported by projects funded by the Innovation and Development Agency of Andalusia, Spain (SEJ-07325), and the Spanish Ministry of Economy (PSI2012-37490).en_EN
dc.language.isoenges_ES
dc.publisherFrontiers Mediaes
dc.subjectParental educationen_EN
dc.subjectInhibitory controlen_EN
dc.subjectAggresive behavioren_EN
dc.subjectGenderen_EN
dc.titleParental Education and Aggressive Behavior in Children: A Moderated-Mediation Model for Inhibitory Control and Genderen_EN
dc.typeinfo:eu-repo/semantics/articleen_EN
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessen_EN
dc.identifier.doi10.3389/fpsyg.2017.01181


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