Joint Trajectories of Peer Aggression and Peer Victimization in Chinese Early Adolescents: Relations to Internalization Problems and Suicidal Ideation

Joint Trajectories of Peer Aggression and Peer Victimization in Chinese Early Adolescents: Relations to Internalization Problems and Suicidal Ideation | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Joint Trajectories of Peer Aggression and Peer Victimization in Chinese Early Adolescents: Relations to Internalization Problems and Suicidal Ideation Kaili Dang, Fan Zou, Xueting Zheng, Xue Gong, Jianhua Zhou This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4753244/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examined heterogeneous co-developmental trajectories of physical and relational aggression and victimization during early adolescence, as well as the relations between these identifiably distinct trajectories and adolescent internalizing problems and suicidal ideation. Using an accelerated longitudinal design, 4731 Chinese early adolescents (44.9% girls; Mage = 10.91 years, SD = 0.72) in two cohorts (grades 4 and 5) were included, and four measures were completed over a 2-year period. Parallel process latent category growth models revealed four distinct groups: low aggression-high victimization (9.6%); High drop relational aggression and victimization but recovering physical aggression (5.0%); low aggression-low victimization (79.9%); stabilizing aggression-victimization (5.5%); all of which were associated with indicators of children's internalization problems and suicidal ideation. Adolescents with low aggression-high victimization and stabilizing aggression-victimization were more likely to experience more internalizing problems and suicidal ideation. Understanding these dynamics can aid in designing targeted interventions to address both relational and physical aggression and victimization, thereby promoting healthier social interactions and mental well-being among adolescents. Peer aggression Peer victimization Internalizing problems Suicidal ideation Early adolescence Figures Figure 1 Introduction Aggression is the behavior of purposefully harming others, which includes physical (physical harm like hitting) and relational (behaviors that harm others through manipulation of peer relationships) forms [ 1 ]. Peer victimization involves being targeted with these harmful behaviors. Both peer aggression and victimization are widespread issues among children and adolescents. A meta-analysis found that approximately 35% of adolescents are perpetrators and 36% are victims of such behaviors [ 2 ]. Research indicates that peer aggression and victimization lead to various psychosocial and school adjustment problems [ 3 ]. Early adolescence is a critical period for these behaviors, marked by increased social interaction and competition for social status [ 4 ]. Understanding the developmental trajectories of peer aggression and victimization during early adolescence is crucial, as it provides insights into how aggression and victimization evolve and helps identify critical periods for intervention. Although past studies have examined heterogeneous developmental trajectories of peer aggression and victimization in adolescents [ 5 ], these studies have examined their developmental trajectories at a holistic level (e.g., mean scores for physical and relational aggression and victimization were used). To date, few studies have explored the co-developmental trajectories of these different types of peer aggression and victimization. Therefore, the purpose of the present study was to examine the heterogeneous developmental trajectories of the different types (i.e., physical and relational) of aggression and victimization and the impact on adolescents' internalizing problems and suicidal ideation. Co-developmental trajectories of peer aggression and peer victimization Peer aggression and victimization often co-occur and influence each other's development. Adolescents exhibiting aggressive behavior may also experience victimization, indicating that these behaviors co-evolve [ 6 ]. Most past studies have focused on single types of peer aggression or victimization [ 7 ]. Recent studies from have examined the co-developmental trajectories of peer aggression and victimization using overall scores [ 8 , 9 , 10 ]. These studies generally identify 3–6 joint trajectories, including non-involved, increased victimization, decreased victimization, aggression, and aggression-victimization groups. The theory of heterotypic continuity suggests age-related progression in aggression and victimization, with different behaviors exhibited at different developmental stages [ 11 ]. Physical aggression is more common in early and middle childhood, while relational aggression increases during adolescence as children develop verbal ability and emotional intelligence. Adolescents tend to reject physical aggression due to social norms, leading to a decline in overt physical aggression and victimization. In contrast, relational aggression, being more covert, increases with social competence. This theory is supported by studies showing that physical aggression is often the initial form, with relational aggression rising from early childhood to adolescence [ 12 ]. Thus, this study hypothesizes subgroups characterized by a decrease in physical aggression and victimization or an increase in relational aggression and victimization. Moreover, aggressive behaviors often provoke retaliation from peers, leading to a cycle where aggressors also become victims [ 13 ]. Conversely, those who are victimized may develop aggressive behaviors in response to their negative emotions, such as anger and frustration [ 14 ]. Several person-centered longitudinal studies have identified subgroups of children and adolescents who follow a dual trajectory of aggression and victimization [ 15 ]. Building on these findings, this study anticipates to identify subgroups where high levels of physical and relational aggression are accompanied by moderate victimization. However, there are exceptions where some adolescents, despite not engaging in aggressive behaviors themselves, become frequent targets of peer victimization. Some adolescents who lack social competence and assertiveness are often perceived as easy targets by their peers [ 16 ]. Their submissive, withdrawn, or anxious behaviors signal vulnerability, making them more likely to be victimized [ 17 ]. Social isolation further exacerbates their situation, as they lack the protective support of a strong social network, and these adolescents may not have the confidence or resources to stand up to bullies, reinforcing their victim status [ 18 ]. Past research on the co-occurrence of aggression and victimization has consistently identified a subgroup of adolescents who, despite low levels of aggression, experience high levels of victimization [ 19 ]. Given these insights from previous studies, we hypothesize the existence of a low aggression but high victimization subgroup. Moreover, given previous relevant studies have consistently found that the majority of adolescents fall into this group, we also hypothesize the existence of a non-involved subgroup, comprising adolescents who exhibit low levels of both aggression and victimization over time. This hypothesis is also grounded in the understanding that many adolescents possess strong social skills, supportive peer relationships, and effective coping mechanisms, which protect them from both engaging in aggressive behaviors and becoming targets of victimization [ 20 ]. Relations to Internalizing Problems and Suicidal Ideation Both peer aggression and peer victimization are well-documented risk factors for internalizing problems and suicidal ideation in adolescents [ 21 ]. Although adolescents who engage in aggressive behaviors may hold peer status, the negative social repercussions of their behavior can lead to feelings of isolation, guilt, and anxiety. Over time, persistent aggressive behavior can strain peer relationships, resulting in social rejection and a lack of supportive friendships [ 22 ]. This social rejection and isolation can heighten feelings of hopelessness and despair, which can potentially lead to suicidal thoughts [ 23 ]. Research shows that adolescents frequently victimized by peers are at higher risk of developing internalizing problems such as anxiety, depression, and low self-esteem [ 24 ]. Chronic victimization can also create a cycle of negative self-perception and increased vulnerability to feelings of helplessness and hopelessness, raising the risk of suicidal thoughts [ 25 ]. Therefore, the developmental trajectories of (pure) aggression and victimization in adolescents are both likely to lead to internalizing problems and suicidal ideation. Moreover, the co-occurrence of aggression and victimization complicates the relation with internalizing problems and suicidal ideation. An adolescent who is both an aggressor and a victim might experience heightened anxiety from anticipating retaliation for their aggressive behavior, along with low self-esteem and depression from being victimized. This dual exposure can intensify their internalizing problems and suicidal ideation [ 26 ]. Extensive previous research has found that compared to "pure" victims or aggressors, victim-aggressors (children who both aggress others and are aggressed by others) have the highest risk of mental health problems [ 27 ]. This study thus hypothesizes that adolescents exhibiting high levels of aggression and experiencing significant victimization will show the most severe internalizing problems and suicidal ideation compared to those in non-involved or pure groups. Methods Participants Participants were drawn from eight randomly selected public elementary schools in a mid-sized city in Northwest China, with the support of local education authorities. The schools, comprising grades 1 through 6 with two semesters per year, invited all students and their parents in Grades 4 and 5 to join the study. Assessments were conducted every six months over a two-year period. At Time 1 (T1), 4,731 students aged 10–13 years (44.9% girls; Mean age = 10.91 years, SD = 0.72) participated, including 2,400 fourth graders and 2,331 fifth graders. Most participants came from middle-income families, with 92.5% of fathers and 81.6% of mothers having at least a middle school education, and 28.1% of families having one child. Stable employment was reported for 80.9% of fathers and 67.9% of mothers. At subsequent time points, 4,450 students participated at Time 2 (T2), 4,306 at Time 3 (T3), and 4,441 at Time 4 (T4), with attrition primarily due to transfers or absences. A total of 4,171 students completed all four assessments, with absence rates of 5.93% at T2, 9.0% at T3, and 6.1% at T4. The study employed a 4-wave longitudinal accelerated design, linking data segments from different cohorts to identify common developmental trends [ 28 ]. Each participant was measured six times, with two waves missing by design. Peer aggression and victimization scores from T1 to T4, along with internalizing problems from T4, were used to trace trajectories from the first semester of Grade 4 to the second semester of Grade 6 (see Figure S1 in online supplemental materials). This design provided six measurements per student, incorporating two planned missing points and four actual observations. The intentional missing data in this design, considered missing completely at random [ 29 ], was managed using Full Information Maximum Likelihood (FIML). FIML effectively utilizes all available data from participants at each time point, making it a suitable approach for accelerated longitudinal studies [ 30 ]. Procedure The study received approval from the Human Research Ethics Committee, along with relevant education authorities, school boards, and teachers. Prior to data collection, written consent was obtained from both the children and their parents through the schools. The measures were administered to students in their regular classrooms by a trained graduate assistant, who provided standardized verbal and written instructions. Students were allowed to take as much time as needed to complete the measures and were free to stop at any time. Parents completed demographic questionnaires, including socioeconomic status (SES), online following instructions from the class headteachers. Participants were assured of the strict confidentiality of their data, which was accessible only to research personnel. Measures Peer Aggression (T1-T4). Physical and relational aggression were assessed using rephrased items from the Chinese adaptation of the Multidimensional Peer Victimization Scale (MPVS) [ 31 ]. Three items measured physical aggression, and seven items measured relational aggression. Responses were rated on a 4-point scale (0 = never, 3 = frequently), with higher mean scores indicating more frequent aggressive behavior. Cronbach’s α for the subscales ranged from 0.82 to 0.93. Peer victimization (T1-T4) . Peer victimization was measured using the MPVS [ 32 ], which includes 10 items assessing physical and relational victimization. Responses were provided on a 4-point scale (0 = never, 3 = a lot), with higher mean scores reflecting higher frequencies of victimization. Cronbach’s α ranged from 0.91 to 0.94. Internalizing Problems (T4) . Internalizing Problems were assessed using the Chinese versions of the Youth Self-Report (YSR) and the Parent-Reported Child Behavior Checklist (CBCL) [ 33 , 34 ]. Both scales included 17 items (e.g., “Unhappy, sad, or depressed”; “Nervous or tense”) rated from 0 (not true) to 2 (very true or often true). Mean scores indicated higher levels of internalizing problems. Cronbach’s α for the YSR was 0.94, and for the CBCL was 0.91. Suicidal Ideation (T4) . Suicidal Ideation was measured using the Beck Scale for Suicide Ideation (BSI-Screen) [ 35 ]. Five items assessed suicidal thoughts on a 3-point scale. Mean scores indicated higher levels of suicidal ideation. The Chinese version has good psychometric properties. Cronbach’s α for the BSI-Screen was 0.91. Analytic strategy Preliminary Analyses. Descriptive statistics, including means and standard deviations for the study variables by two cohorts, were reported. All models were estimated using Mplus 8. Parallel Process Latent Class Growth Model (PP-LCGM). Model estimations were conducted using a robust maximum likelihood (MLR) estimator. Initially, a parallel process potential growth curve model (PP-LGCM) determined the overall shape (linear or quadratic) of the co-developmental trajectories of peer aggression and victimization, using mean scores. The PP-LGCM included growth components summarizing intercept and slope factors to reflect initial levels and rates of change over time. The PP-LCGM then detected heterogeneity in the trajectories, evaluating class solutions ranging from 2 to 9 classes. Model fit was assessed based on several criteria: lower Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), Adjusted BIC for Sample Size (ABIC), significant Lo-Mendell-Rubin Likelihood Ratio Tests (LMR-LRT), Bootstrapped Likelihood Ratio Tests (BLRT), higher entropy, and sufficient sample sizes in each class [ 36 ]. Theoretical relevance, previous research, and model interpretability were also considered. Finally, the Auxiliary (BCH) function in Mplus was used to estimate the associations between profiles and outcomes (internalizing problems and suicidal ideation) without altering the profiles [ 37 ]. This conditional model simultaneously assigned individuals to trajectory groups and estimated differences in internalizing problems and suicidal ideation. Results Descriptive analysis Means and standard deviations for the study variables by two cohorts (Grades 4 and 5) and four waves are reported (see Table S1 in online supplemental materials). Parallel process latent class growth model Results of the PP-LGCM indicated that the quadratic model fit significantly better than the linear model, so it was retained for PP-LCGM analysis. PP-LCGMs with 2 to 9 classes were estimated under the quadratic growth model, with fit indices presented in Table 1 . AIC, BIC, and ABIC values decreased as the number of classes increased, and BLRT results were statistically significant for all models (see Table 1 ). However, the LMR-LRT was not significant starting from the three-class model, and entropy declined from the five-class model onwards. The four-class model had the highest entropy (> 0.80), indicating the best classification accuracy. The five-class model did not add meaningful distinctions, and classes beyond four were smaller than 5% of the sample. Thus, four latent categories were identified. Table 1 Fit indices for parallel process latent class growth models. Classes K AIC BIC aBIC Entropy LMR ( p ) BLRT ( p ) Smallest group 2 85 73780.944 74330.187 74060.088 0.923 0.0000 0.0000 16% 3 98 69260.449 69893.693 69582.286 0.952 0.1678 0.0000 6.0% 4 111 66771.396 67488.643 67135.926 0.957 0.5203 0.0000 5.0% 5 124 64879.151 65680.400 65286.374 0.949 0.1480 0.0000 4.3% 6 137 62494.344 63379.595 62944.259 0.930 0.1465 0.0000 3.4% 7 150 61566.130 62535.382 62058.737 0.927 0.3540 0.0000 2.9% 8 163 60704.833 61758.087 61240.133 0.927 0.2219 0.0000 2.7% 9 176 59735.159 60872.414 60313.151 0.926 0.1377 0.0000 2.7% Note. AIC = Akaike information criteria; BIC = Bayesian information criteria; ABIC = Sample size adjusted BIC; BLRT = Bootstrap likelihood ratio test. LMR-LRT = Law-Mendel-Rubin Likelihood Ratio Tests. Bold indicates final class solution. The characteristics of the four profiles were as follows (see Table 2 and Fig. 1 ). Class 1 (9.6%), which was labeled “low aggression-high victimization,” showed Both physical aggression and relational aggression are low, but both physical victimization and relational victimization are high. Class 2 (5.0%), which was labeled “High drop relational aggression and victimization but recovering physical aggression and victimization,” showed Relationship aggression and victimization decreased high, while physical aggression and victimization decreased first and then rose. Class 3 (79.9%), which was labeled “Low aggression-low victimization” showed their physical aggression, relational aggression, physical aggression and relational aggression are all very low and have been showing a downward trend. Class 4 (5.5%), which was labeled “stabilizing aggression-victimization”, showed Their physical aggression, relational aggression, physical aggression and relational aggression are stable. Table 2 Parallel process latent class growth model parameter estimates Growth parameters Class 1: M (SE) Class 2: M (SE) Class 3: M (SE) Class 4: M (SE) Physical aggression Intercept 0.018 (0.093) 1.739 (0.248) 0.109 (0.009)** 0.675 (0.173) Linear slope 0.068 (0.062) -0.795 (0.165) 0.019 (0.007)** 0.237 (0.170) Quadratic slope -0.016 (0.010)** 0.131 (0.025)* -0.006 (0.001)*** -0.042 (0.032)* Relational aggression Intercept 0.198 (0.106) 0.884 (0.626) 0.100 (0.014)* 0.755 (0.254) Linear slope -0.018 (0.073) -0.392 (0.375) -0.016 (0.010)** 0.189 (0.251) Quadratic slope 0.001 (0.011)* 0.051 (0.051)* 0.000 (0.002)** -0.034 (0.045)* Physical Victimization Intercept 1.338 (0.128) 1.505 (0.177) 0.516 (0.017)* 1.131 (0.078) Linear slope 0.121 (0.080) -0.257 (0.089) -0.037 (0.012)* 0.078 (0.059) Quadratic slope -0.031 (0.015)* 0.037 (0.013)* -0.003 (0.002)** -0.012 (0.011)* Relational victimization Intercept 1.151 (0.140) 1.241 (0.297) 0.364 (0.013)* 0.979 (0.078) Linear slope 0.102 (0.091) -0.273 (0.136) -0.050 (0.011)* 0.101 (0.078) Quadratic slope -0.031 (0.017)* 0.028 (0.017)* 0.002 (0.002)** -0.013 (0.015)* Note. Class 1 = low aggression-high victimization; Class 2 = High drop relational aggression and victimization but recovering physical aggression; Class 3 = Low aggression-low victimization; Class 4 = stabilizing aggression-victimization. * p < 0.05; ** p < 0.01; *** p < 0.001. Associations between profiles and internalizing problems and suicidal ideation. Results from the comparisons of internalizing problem and suicidal ideation across profiles of the PP-LCGM are reported in Table 3 . Adolescents in the low aggression-low victimization group exhibited the lowest levels of self-reported and parent-reported internalizing problems and suicidal ideation than those in the other groups. Moreover, while there were no significant differences in self-reported internalizing problems and suicidal ideation between adolescents in the low aggression-high victimization group and the stabilizing aggression-victimization group, both groups reported significantly higher levels of these measures compared to the high drop relational aggression and victimization but recovering physical aggression group. Table 3 Associations between profiles and internalizing problems and suicidal ideation. Outcomes Profile 1 Low aggression -high victimization Profile 2 High drop relational aggression and victimization but recovering physical aggression Profile 3 Low aggression -low victimization Profile 4 stabilizing aggression-victimization Summary of significant differences Self-reported internalizing problems 0.606 (0.030) 0.449 (0.033) 0.198 (0.005) 0.533 (0.036) (1, 2)***; (1, 3)***; (1, 4); (2, 3)***; (2, 4)†; (3, 4)***; Parent-reported internalizing problems 0.236 (0.018) 0.261 (0.029) 0.160 (0.004) 0.242 (0.023) (1, 2); (1, 3)***; (1, 4); (2, 3)**; (2, 4); (3, 4)***; Suicidal ideation 0.361 (0.034) 0.217 (0.033) 0.081 (0.001) 0.357 (0.044) (1, 2)**; (1, 3)***; (1, 4); (2, 3)**; (2, 4)*; (3, 4)***; p < 0.05; * p < 0.05; ** p < 0.01; *** p < 0.001. Discussion Prior research has largely overlooked the joint developmental trajectories of different types of peer aggression and victimization among Chinese early adolescents. Our study explored these trajectories and their relationship to internalizing problems and suicidal ideation. Most youths (79.9%) fell into the low aggression-low victimization group, consistent with previous studies identifying uninvolved or low-involved groups [ 9 , 10 ]. The low aggression-high victimization group, also identified in previous research [ 13 ], can be attributed to social dynamics and bullying behaviors within peer groups. Adolescents perceived as weaker or less assertive often become targets due to factors like physical stature, social status, or timidity. Social hierarchies enable dominant individuals to target those less likely to retaliate, leading to cycles of isolation and marginalization [ 13 ]. The stabilizing aggression-victimization group identified in our study aligns with the bully-victim group observed in previous research [ 9 , 13 ]. Adolescents in this group may exhibit inherent aggressive tendencies [ 5 , 10 ], using aggression to assert control or protect themselves from perceived threats. This behavior can provoke negative reactions from peers, leading to cycles of victimization [ 38 ]. Additionally, some adolescents retaliate after being victimized, striking back aggressively as a means of self-defense or to reassert dominance. These behaviors perpetuate a continuous cycle of aggression and victimization, underscoring the need for targeted interventions to break this cycle and promote healthier peer interactions. Our study identified a new group characterized by a significant drop in relational aggression and victimization but a recovery in physical aggression. In this group, the trajectory of physical aggression, which initially declines and then increases, mirrors that of physical victimization. As children's cognitive skills improve, they recognize that physical aggression is overt and socially unacceptable, leading to a reduction in such behaviors. However, as they approach adolescence and enter larger social contexts, the need to establish dominance can prompt an increase in physical aggression. Hormonal changes and physical growth during puberty also contribute to this resurgence by increasing impulsivity and aggression. The sustained decline in relational aggression and victimization suggests that relational aggression had already reached a relatively high level by the fourth grade. As adolescents seek to maintain their social status, they may find physical aggression more effective for immediate social dominance. While relational aggression requires subtlety and prolonged effort, physical aggression provides immediate results in establishing hierarchy. Thus, the decline in relational aggression and the resurgence of physical aggression reflects a strategic adaptation by adolescents to achieve social objectives more directly and effectively. Our results revealed differential associations with internalizing problems and suicidal ideation across the identified trajectories. Consistent with previous research [ 3 ], youth in the low aggression-low victimization group reported minimal internalizing problems and suicidal ideation. The severe internalizing problems and suicidal ideation in the low aggression-high victimization group also align with previous research [ 27 ]. According to the integrated model of depression cognitive theory and the helplessness model [ 39 ], individuals exposed to stress are prone to cognitive distortions. Adolescents in this group, often victims of bullying who do not retaliate, may view their victimization as personal and stable, leading to self-blame and rumination. This negative thinking exacerbates feelings of helplessness and hopelessness, contributing to internalizing problems and suicidal ideation. Interestingly, but contrary to our initial hypothesis, the stabilizing aggression-victimization group reported similarly severe internalizing problems and suicidal ideation as the low aggression-high victimization group. This finding may highlight the complex interplay of aggression and victimization in shaping adolescents' mental health in Chinese culture. The concept of "face" is deeply ingrained in Chinese culture [ 40 ]. Chinese adolescents may engage in aggressive behaviors to maintain their social reputation and peer status. By asserting themselves aggressively, they might feel a sense of control and power, enhancing their self-esteem and mitigating feelings of helplessness. Thus, while youths in the stabilizing aggression-victimization group experience both aggression and victimization, their aggressive behavior may help them cope with the negative impacts of victimization, creating a complex dynamic where the negative effects of victimization are offset by the perceived benefits of aggression. Limitations Several limitations of this study need to be addressed. First, reliance on self-report measures may have introduced social desirability bias, potentially affecting data accuracy. Future research should incorporate data from multiple sources, such as teachers and peers, to enhance measurement reliability. Second, since the sample was drawn from schools in China, the findings may not generalize to other populations. Cross-cultural studies are necessary to explore potential differences in the developmental patterns of peer aggression and victimization across diverse cultural contexts. Third, future studies should examine the influence of various risk and protective factors, including family environment, peer relationships, and school climate, on the trajectories of peer aggression and victimization to provide a more comprehensive understanding of these dynamics. Conclusion In conclusion, our study contributes to the understanding of peer aggression and victimization among Chinese early adolescents by delineating distinct developmental trajectories and their associations with internalizing problems and suicidal ideation. The majority of adolescents fall into a low aggression-low victimization pattern, with a smaller proportion experiencing high victimization or fluctuating levels of aggression and victimization. Notably, our findings indicate that specific patterns of aggression and victimization, particularly the emergent trajectory of shifting from relational to physical aggression, are linked to significant mental health challenges, including increased internalizing problems and suicidal ideation. These patterns underscore the critical need for targeted, culturally sensitive interventions that address both the overt and covert forms of aggression and the complex social dynamics that contribute to victimization. By disrupting these patterns, we can better support the psychological well-being and social development of adolescents in Chinese contexts. Declarations Author Contribution Author contributions Concept and design: J.H, K.D and X.G. Acquisition, analysis, or interpretation of data: J.H, F.Z and X.Z. Drafting of the manuscript: J.H, F.Z, K.D and X.G. Critical revision of the manuscript for important intellectual content: X.G. Statistical analysis: J.H, K.D and X.G. 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The Analysis of Social Science Data with Missing Values. Sociol Methods Res . 1989;18(2-3):292-326. Galbraith S, Bowden J, Mander A. Accelerated longitudinal designs: An overview of modelling, power, costs and handling missing data. Stat Methods Med Res. 2017;26(1):374-398. Zhang WX, Chen L, Ji LQ, et al. Physical and rel ational victimization, and children's emotional adjustment in middle childhood. Acta Psychologica Sinica . 2009;41(5):433–443. Mynard H, Joseph S. Development of the multidimensional peer-victimization scale. Aggress Behav . 2000; 26 (2):169–178. Achenbach TM. Manual for the youth self-report and 1991 profiles. Burlington,VT:Dept of Psychiatry University of Vermont. 1991. Su LY, Wang H, Geng YG et al. Child Behavior Checklist--Chinese Version (CBCL) [Database record]. APA PsycTests. 2015. Beck AT, Steer RA. Relationship between the Beck Anxiety Inventory and the Hamilton Anxiety Rating Scale with anxious outpatients. J Anxiety Disord . 1991;5(3): 213–223. Nylund KL, Asparouhov T, Muthén BO. Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Struct Equ Modeling . 2007;14(4): 535–569. Asparouhov T, Muthén B. Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Struct Equ Modeling . 2014;21(3):329-341. Osiesi MP, Sanni KT, Blignaut S, et al. Psychosocial factors as predictors of aggressive behaviors among primary school learners. Aggress Behav. 2023;49(6):602-615. Liu RT, Kleiman EM, Nestor BA, Cheek SM. The Hopelessness Theory of Depression: A Quarter Century in Review. Clin Psychol (New York). 2015;22(4):345-365. Ho DY. On the Concept of Face. Am J Sociol . 1976;81(4):867–884. Additional Declarations No competing interests reported. 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Peer victimization involves being targeted with these harmful behaviors. Both peer aggression and victimization are widespread issues among children and adolescents. A meta-analysis found that approximately 35% of adolescents are perpetrators and 36% are victims of such behaviors [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Research indicates that peer aggression and victimization lead to various psychosocial and school adjustment problems [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Early adolescence is a critical period for these behaviors, marked by increased social interaction and competition for social status [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Understanding the developmental trajectories of peer aggression and victimization during early adolescence is crucial, as it provides insights into how aggression and victimization evolve and helps identify critical periods for intervention. Although past studies have examined heterogeneous developmental trajectories of peer aggression and victimization in adolescents [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], these studies have examined their developmental trajectories at a holistic level (e.g., mean scores for physical and relational aggression and victimization were used). To date, few studies have explored the co-developmental trajectories of these different types of peer aggression and victimization. Therefore, the purpose of the present study was to examine the heterogeneous developmental trajectories of the different types (i.e., physical and relational) of aggression and victimization and the impact on adolescents' internalizing problems and suicidal ideation.\u003c/p\u003e\n\u003ch3\u003eCo-developmental trajectories of peer aggression and peer victimization\u003c/h3\u003e\n\u003cp\u003ePeer aggression and victimization often co-occur and influence each other's development. Adolescents exhibiting aggressive behavior may also experience victimization, indicating that these behaviors co-evolve [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Most past studies have focused on single types of peer aggression or victimization [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Recent studies from have examined the co-developmental trajectories of peer aggression and victimization using overall scores [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. These studies generally identify 3\u0026ndash;6 joint trajectories, including non-involved, increased victimization, decreased victimization, aggression, and aggression-victimization groups.\u003c/p\u003e \u003cp\u003eThe theory of heterotypic continuity suggests age-related progression in aggression and victimization, with different behaviors exhibited at different developmental stages [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Physical aggression is more common in early and middle childhood, while relational aggression increases during adolescence as children develop verbal ability and emotional intelligence. Adolescents tend to reject physical aggression due to social norms, leading to a decline in overt physical aggression and victimization. In contrast, relational aggression, being more covert, increases with social competence. This theory is supported by studies showing that physical aggression is often the initial form, with relational aggression rising from early childhood to adolescence [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Thus, this study hypothesizes subgroups characterized by a decrease in physical aggression and victimization or an increase in relational aggression and victimization.\u003c/p\u003e \u003cp\u003eMoreover, aggressive behaviors often provoke retaliation from peers, leading to a cycle where aggressors also become victims [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Conversely, those who are victimized may develop aggressive behaviors in response to their negative emotions, such as anger and frustration [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Several person-centered longitudinal studies have identified subgroups of children and adolescents who follow a dual trajectory of aggression and victimization [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Building on these findings, this study anticipates to identify subgroups where high levels of physical and relational aggression are accompanied by moderate victimization. However, there are exceptions where some adolescents, despite not engaging in aggressive behaviors themselves, become frequent targets of peer victimization. Some adolescents who lack social competence and assertiveness are often perceived as easy targets by their peers [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Their submissive, withdrawn, or anxious behaviors signal vulnerability, making them more likely to be victimized [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Social isolation further exacerbates their situation, as they lack the protective support of a strong social network, and these adolescents may not have the confidence or resources to stand up to bullies, reinforcing their victim status [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Past research on the co-occurrence of aggression and victimization has consistently identified a subgroup of adolescents who, despite low levels of aggression, experience high levels of victimization [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Given these insights from previous studies, we hypothesize the existence of a low aggression but high victimization subgroup. Moreover, given previous relevant studies have consistently found that the majority of adolescents fall into this group, we also hypothesize the existence of a non-involved subgroup, comprising adolescents who exhibit low levels of both aggression and victimization over time. This hypothesis is also grounded in the understanding that many adolescents possess strong social skills, supportive peer relationships, and effective coping mechanisms, which protect them from both engaging in aggressive behaviors and becoming targets of victimization [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003eRelations to Internalizing Problems and Suicidal Ideation\u003c/h3\u003e\n\u003cp\u003eBoth peer aggression and peer victimization are well-documented risk factors for internalizing problems and suicidal ideation in adolescents [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Although adolescents who engage in aggressive behaviors may hold peer status, the negative social repercussions of their behavior can lead to feelings of isolation, guilt, and anxiety. Over time, persistent aggressive behavior can strain peer relationships, resulting in social rejection and a lack of supportive friendships [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. This social rejection and isolation can heighten feelings of hopelessness and despair, which can potentially lead to suicidal thoughts [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eResearch shows that adolescents frequently victimized by peers are at higher risk of developing internalizing problems such as anxiety, depression, and low self-esteem [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Chronic victimization can also create a cycle of negative self-perception and increased vulnerability to feelings of helplessness and hopelessness, raising the risk of suicidal thoughts [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Therefore, the developmental trajectories of (pure) aggression and victimization in adolescents are both likely to lead to internalizing problems and suicidal ideation. Moreover, the co-occurrence of aggression and victimization complicates the relation with internalizing problems and suicidal ideation. An adolescent who is both an aggressor and a victim might experience heightened anxiety from anticipating retaliation for their aggressive behavior, along with low self-esteem and depression from being victimized. This dual exposure can intensify their internalizing problems and suicidal ideation [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Extensive previous research has found that compared to \"pure\" victims or aggressors, victim-aggressors (children who both aggress others and are aggressed by others) have the highest risk of mental health problems [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. This study thus hypothesizes that adolescents exhibiting high levels of aggression and experiencing significant victimization will show the most severe internalizing problems and suicidal ideation compared to those in non-involved or pure groups.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eParticipants\u003c/h2\u003e \u003cp\u003eParticipants were drawn from eight randomly selected public elementary schools in a mid-sized city in Northwest China, with the support of local education authorities. The schools, comprising grades 1 through 6 with two semesters per year, invited all students and their parents in Grades 4 and 5 to join the study. Assessments were conducted every six months over a two-year period. At Time 1 (T1), 4,731 students aged 10\u0026ndash;13 years (44.9% girls; Mean age\u0026thinsp;=\u0026thinsp;10.91 years, SD\u0026thinsp;=\u0026thinsp;0.72) participated, including 2,400 fourth graders and 2,331 fifth graders. Most participants came from middle-income families, with 92.5% of fathers and 81.6% of mothers having at least a middle school education, and 28.1% of families having one child. Stable employment was reported for 80.9% of fathers and 67.9% of mothers. At subsequent time points, 4,450 students participated at Time 2 (T2), 4,306 at Time 3 (T3), and 4,441 at Time 4 (T4), with attrition primarily due to transfers or absences. A total of 4,171 students completed all four assessments, with absence rates of 5.93% at T2, 9.0% at T3, and 6.1% at T4.\u003c/p\u003e \u003cp\u003eThe study employed a 4-wave longitudinal accelerated design, linking data segments from different cohorts to identify common developmental trends [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Each participant was measured six times, with two waves missing by design. Peer aggression and victimization scores from T1 to T4, along with internalizing problems from T4, were used to trace trajectories from the first semester of Grade 4 to the second semester of Grade 6 (see \u003cb\u003eFigure \u003cspan refid=\"MOESM1\" class=\"InternalRef\"\u003eS1\u003c/span\u003e\u003c/b\u003e in online supplemental materials). This design provided six measurements per student, incorporating two planned missing points and four actual observations. The intentional missing data in this design, considered missing completely at random [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], was managed using Full Information Maximum Likelihood (FIML). FIML effectively utilizes all available data from participants at each time point, making it a suitable approach for accelerated longitudinal studies [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eProcedure\u003c/h2\u003e \u003cp\u003eThe study received approval from the Human Research Ethics Committee, along with relevant education authorities, school boards, and teachers. Prior to data collection, written consent was obtained from both the children and their parents through the schools. The measures were administered to students in their regular classrooms by a trained graduate assistant, who provided standardized verbal and written instructions. Students were allowed to take as much time as needed to complete the measures and were free to stop at any time. Parents completed demographic questionnaires, including socioeconomic status (SES), online following instructions from the class headteachers. Participants were assured of the strict confidentiality of their data, which was accessible only to research personnel.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eMeasures\u003c/h2\u003e \u003cp\u003e \u003cb\u003ePeer Aggression (T1-T4).\u003c/b\u003e Physical and relational aggression were assessed using rephrased items from the Chinese adaptation of the Multidimensional Peer Victimization Scale (MPVS) [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Three items measured physical aggression, and seven items measured relational aggression. Responses were rated on a 4-point scale (0\u0026thinsp;=\u0026thinsp;never, 3\u0026thinsp;=\u0026thinsp;frequently), with higher mean scores indicating more frequent aggressive behavior. Cronbach\u0026rsquo;s α for the subscales ranged from 0.82 to 0.93.\u003c/p\u003e \u003cp\u003e \u003cb\u003ePeer victimization (T1-T4)\u003c/b\u003e. Peer victimization was measured using the MPVS [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e], which includes 10 items assessing physical and relational victimization. Responses were provided on a 4-point scale (0\u0026thinsp;=\u0026thinsp;never, 3\u0026thinsp;=\u0026thinsp;a lot), with higher mean scores reflecting higher frequencies of victimization. Cronbach\u0026rsquo;s α ranged from 0.91 to 0.94.\u003c/p\u003e \u003cp\u003e \u003cb\u003eInternalizing Problems (T4)\u003c/b\u003e. Internalizing Problems were assessed using the Chinese versions of the Youth Self-Report (YSR) and the Parent-Reported Child Behavior Checklist (CBCL) [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Both scales included 17 items (e.g., \u0026ldquo;Unhappy, sad, or depressed\u0026rdquo;; \u0026ldquo;Nervous or tense\u0026rdquo;) rated from 0 (not true) to 2 (very true or often true). Mean scores indicated higher levels of internalizing problems. Cronbach\u0026rsquo;s α for the YSR was 0.94, and for the CBCL was 0.91.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSuicidal Ideation (T4)\u003c/b\u003e. Suicidal Ideation was measured using the Beck Scale for Suicide Ideation (BSI-Screen) [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Five items assessed suicidal thoughts on a 3-point scale. Mean scores indicated higher levels of suicidal ideation. The Chinese version has good psychometric properties. Cronbach\u0026rsquo;s α for the BSI-Screen was 0.91.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003eAnalytic strategy\u003c/h2\u003e \u003cp\u003e \u003cb\u003ePreliminary Analyses.\u003c/b\u003e Descriptive statistics, including means and standard deviations for the study variables by two cohorts, were reported. All models were estimated using Mplus 8.\u003c/p\u003e \u003cp\u003e \u003cb\u003eParallel Process Latent Class Growth Model (PP-LCGM).\u003c/b\u003e Model estimations were conducted using a robust maximum likelihood (MLR) estimator. Initially, a parallel process potential growth curve model (PP-LGCM) determined the overall shape (linear or quadratic) of the co-developmental trajectories of peer aggression and victimization, using mean scores. The PP-LGCM included growth components summarizing intercept and slope factors to reflect initial levels and rates of change over time. The PP-LCGM then detected heterogeneity in the trajectories, evaluating class solutions ranging from 2 to 9 classes. Model fit was assessed based on several criteria: lower Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), Adjusted BIC for Sample Size (ABIC), significant Lo-Mendell-Rubin Likelihood Ratio Tests (LMR-LRT), Bootstrapped Likelihood Ratio Tests (BLRT), higher entropy, and sufficient sample sizes in each class [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Theoretical relevance, previous research, and model interpretability were also considered. Finally, the Auxiliary (BCH) function in Mplus was used to estimate the associations between profiles and outcomes (internalizing problems and suicidal ideation) without altering the profiles [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. This conditional model simultaneously assigned individuals to trajectory groups and estimated differences in internalizing problems and suicidal ideation.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eDescriptive analysis\u003c/h2\u003e \u003cp\u003eMeans and standard deviations for the study variables by two cohorts (Grades 4 and 5) and four waves are reported (see \u003cb\u003eTable \u003cspan refid=\"MOESM1\" class=\"InternalRef\"\u003eS1\u003c/span\u003e\u003c/b\u003e in online supplemental materials).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eParallel process latent class growth model\u003c/h2\u003e \u003cp\u003eResults of the PP-LGCM indicated that the quadratic model fit significantly better than the linear model, so it was retained for PP-LCGM analysis. PP-LCGMs with 2 to 9 classes were estimated under the quadratic growth model, with fit indices presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. AIC, BIC, and ABIC values decreased as the number of classes increased, and BLRT results were statistically significant for all models (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). However, the LMR-LRT was not significant starting from the three-class model, and entropy declined from the five-class model onwards. The four-class model had the highest entropy (\u0026gt;\u0026thinsp;0.80), indicating the best classification accuracy. The five-class model did not add meaningful distinctions, and classes beyond four were smaller than 5% of the sample. Thus, four latent categories were identified.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFit indices for parallel process latent class growth models.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClasses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eK\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eaBIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEntropy\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLMR\u003c/p\u003e \u003cp\u003e(\u003cem\u003ep\u003c/em\u003e)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eBLRT\u003c/p\u003e \u003cp\u003e(\u003cem\u003ep\u003c/em\u003e)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eSmallest group\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e73780.944\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e74330.187\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e74060.088\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.923\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e16%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e69260.449\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e69893.693\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e69582.286\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.952\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.1678\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e6.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e111\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e66771.396\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e67488.643\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003e67135.926\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e0.957\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003e0.5203\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e\u003cb\u003e0.0000\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u003cb\u003e5.0%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e64879.151\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e65680.400\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e65286.374\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.949\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.1480\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e4.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e62494.344\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e63379.595\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e62944.259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.930\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.1465\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.4%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e61566.130\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e62535.382\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e62058.737\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.927\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.3540\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e163\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e60704.833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e61758.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e61240.133\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.927\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.2219\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e176\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e59735.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60872.414\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e60313.151\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.926\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.1377\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.0000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003eNote. AIC\u0026thinsp;=\u0026thinsp;Akaike information criteria; BIC\u0026thinsp;=\u0026thinsp;Bayesian information criteria; ABIC\u0026thinsp;=\u0026thinsp;Sample size adjusted BIC; BLRT\u0026thinsp;=\u0026thinsp;Bootstrap likelihood ratio test. LMR-LRT\u0026thinsp;=\u0026thinsp;Law-Mendel-Rubin Likelihood Ratio Tests. Bold indicates final class solution.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe characteristics of the four profiles were as follows (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and \u003cb\u003eFig.\u0026nbsp;1\u003c/b\u003e). Class 1 (9.6%), which was labeled \u0026ldquo;low aggression-high victimization,\u0026rdquo; showed Both physical aggression and relational aggression are low, but both physical victimization and relational victimization are high. Class 2 (5.0%), which was labeled \u0026ldquo;High drop relational aggression and victimization but recovering physical aggression and victimization,\u0026rdquo; showed Relationship aggression and victimization decreased high, while physical aggression and victimization decreased first and then rose. Class 3 (79.9%), which was labeled \u0026ldquo;Low aggression-low victimization\u0026rdquo; showed their physical aggression, relational aggression, physical aggression and relational aggression are all very low and have been showing a downward trend. Class 4 (5.5%), which was labeled \u0026ldquo;stabilizing aggression-victimization\u0026rdquo;, showed Their physical aggression, relational aggression, physical aggression and relational aggression are stable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParallel process latent class growth model parameter estimates\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrowth parameters\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eClass 1:\u003c/p\u003e \u003cp\u003eM (SE)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eClass 2:\u003c/p\u003e \u003cp\u003eM (SE)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eClass 3:\u003c/p\u003e \u003cp\u003eM (SE)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eClass 4:\u003c/p\u003e \u003cp\u003eM (SE)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePhysical aggression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.018 (0.093)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.739 (0.248)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.109 (0.009)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.675 (0.173)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.068 (0.062)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.795 (0.165)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.019 (0.007)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.237 (0.170)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuadratic slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.016 (0.010)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.131 (0.025)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.006 (0.001)***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.042 (0.032)*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eRelational aggression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.198 (0.106)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.884 (0.626)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.100 (0.014)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.755 (0.254)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.018 (0.073)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.392 (0.375)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.016 (0.010)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.189 (0.251)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuadratic slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.001 (0.011)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.051 (0.051)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000 (0.002)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.034 (0.045)*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePhysical Victimization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.338 (0.128)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.505 (0.177)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.516 (0.017)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.131 (0.078)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.121 (0.080)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.257 (0.089)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.037 (0.012)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.078 (0.059)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuadratic slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.031 (0.015)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.037 (0.013)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.003 (0.002)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.012 (0.011)*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eRelational victimization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.151 (0.140)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.241 (0.297)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.364 (0.013)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.979 (0.078)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.102 (0.091)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.273 (0.136)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.050 (0.011)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.101 (0.078)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuadratic slope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.031 (0.017)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.028 (0.017)*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.002 (0.002)**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.013 (0.015)*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003eNote. Class 1\u0026thinsp;=\u0026thinsp;low aggression-high victimization; Class 2\u0026thinsp;=\u0026thinsp;High drop relational aggression and victimization but recovering physical aggression; Class 3\u0026thinsp;=\u0026thinsp;Low aggression-low victimization; Class 4\u0026thinsp;=\u0026thinsp;stabilizing aggression-victimization.\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e*\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05; **\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01; ***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eAssociations between profiles and internalizing problems and suicidal ideation.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eResults from the comparisons of internalizing problem and suicidal ideation across profiles of the PP-LCGM are reported in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. Adolescents in the low aggression-low victimization group exhibited the lowest levels of self-reported and parent-reported internalizing problems and suicidal ideation than those in the other groups. Moreover, while there were no significant differences in self-reported internalizing problems and suicidal ideation between adolescents in the low aggression-high victimization group and the stabilizing aggression-victimization group, both groups reported significantly higher levels of these measures compared to the high drop relational aggression and victimization but recovering physical aggression group.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAssociations between profiles and internalizing problems and suicidal ideation.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOutcomes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfile 1\u003c/p\u003e \u003cp\u003eLow aggression\u003c/p\u003e \u003cp\u003e-high victimization\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProfile 2\u003c/p\u003e \u003cp\u003eHigh drop relational aggression and victimization but recovering physical aggression\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eProfile 3\u003c/p\u003e \u003cp\u003eLow aggression\u003c/p\u003e \u003cp\u003e-low victimization\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eProfile 4\u003c/p\u003e \u003cp\u003estabilizing aggression-victimization\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSummary of significant differences\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-reported internalizing problems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.606 (0.030)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.449 (0.033)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.198 (0.005)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.533 (0.036)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(1, 2)***; (1, 3)***;\u003c/p\u003e \u003cp\u003e(1, 4); (2, 3)***;\u003c/p\u003e \u003cp\u003e(2, 4)\u0026dagger;; (3, 4)***;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParent-reported internalizing problems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.236 (0.018)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.261 (0.029)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.160 (0.004)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.242 (0.023)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(1, 2); (1, 3)***;\u003c/p\u003e \u003cp\u003e(1, 4); (2, 3)**;\u003c/p\u003e \u003cp\u003e(2, 4); (3, 4)***;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSuicidal ideation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.361 (0.034)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.217 (0.033)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.081 (0.001)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.357 (0.044)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(1, 2)**; (1, 3)***;\u003c/p\u003e \u003cp\u003e(1, 4); (2, 3)**;\u003c/p\u003e \u003cp\u003e(2, 4)*; (3, 4)***;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05; \u003cb\u003e*\u003c/b\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05; **\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01; ***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003ePrior research has largely overlooked the joint developmental trajectories of different types of peer aggression and victimization among Chinese early adolescents. Our study explored these trajectories and their relationship to internalizing problems and suicidal ideation. Most youths (79.9%) fell into the low aggression-low victimization group, consistent with previous studies identifying uninvolved or low-involved groups [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. The low aggression-high victimization group, also identified in previous research [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], can be attributed to social dynamics and bullying behaviors within peer groups. Adolescents perceived as weaker or less assertive often become targets due to factors like physical stature, social status, or timidity. Social hierarchies enable dominant individuals to target those less likely to retaliate, leading to cycles of isolation and marginalization [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe stabilizing aggression-victimization group identified in our study aligns with the bully-victim group observed in previous research [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Adolescents in this group may exhibit inherent aggressive tendencies [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], using aggression to assert control or protect themselves from perceived threats. This behavior can provoke negative reactions from peers, leading to cycles of victimization [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Additionally, some adolescents retaliate after being victimized, striking back aggressively as a means of self-defense or to reassert dominance. These behaviors perpetuate a continuous cycle of aggression and victimization, underscoring the need for targeted interventions to break this cycle and promote healthier peer interactions.\u003c/p\u003e \u003cp\u003eOur study identified a new group characterized by a significant drop in relational aggression and victimization but a recovery in physical aggression. In this group, the trajectory of physical aggression, which initially declines and then increases, mirrors that of physical victimization. As children's cognitive skills improve, they recognize that physical aggression is overt and socially unacceptable, leading to a reduction in such behaviors. However, as they approach adolescence and enter larger social contexts, the need to establish dominance can prompt an increase in physical aggression. Hormonal changes and physical growth during puberty also contribute to this resurgence by increasing impulsivity and aggression. The sustained decline in relational aggression and victimization suggests that relational aggression had already reached a relatively high level by the fourth grade. As adolescents seek to maintain their social status, they may find physical aggression more effective for immediate social dominance. While relational aggression requires subtlety and prolonged effort, physical aggression provides immediate results in establishing hierarchy. Thus, the decline in relational aggression and the resurgence of physical aggression reflects a strategic adaptation by adolescents to achieve social objectives more directly and effectively.\u003c/p\u003e \u003cp\u003eOur results revealed differential associations with internalizing problems and suicidal ideation across the identified trajectories. Consistent with previous research [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], youth in the low aggression-low victimization group reported minimal internalizing problems and suicidal ideation. The severe internalizing problems and suicidal ideation in the low aggression-high victimization group also align with previous research [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. According to the integrated model of depression cognitive theory and the helplessness model [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e], individuals exposed to stress are prone to cognitive distortions. Adolescents in this group, often victims of bullying who do not retaliate, may view their victimization as personal and stable, leading to self-blame and rumination. This negative thinking exacerbates feelings of helplessness and hopelessness, contributing to internalizing problems and suicidal ideation.\u003c/p\u003e \u003cp\u003eInterestingly, but contrary to our initial hypothesis, the stabilizing aggression-victimization group reported similarly severe internalizing problems and suicidal ideation as the low aggression-high victimization group. This finding may highlight the complex interplay of aggression and victimization in shaping adolescents' mental health in Chinese culture. The concept of \"face\" is deeply ingrained in Chinese culture [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Chinese adolescents may engage in aggressive behaviors to maintain their social reputation and peer status. By asserting themselves aggressively, they might feel a sense of control and power, enhancing their self-esteem and mitigating feelings of helplessness. Thus, while youths in the stabilizing aggression-victimization group experience both aggression and victimization, their aggressive behavior may help them cope with the negative impacts of victimization, creating a complex dynamic where the negative effects of victimization are offset by the perceived benefits of aggression.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eSeveral limitations of this study need to be addressed. First, reliance on self-report measures may have introduced social desirability bias, potentially affecting data accuracy. Future research should incorporate data from multiple sources, such as teachers and peers, to enhance measurement reliability. Second, since the sample was drawn from schools in China, the findings may not generalize to other populations. Cross-cultural studies are necessary to explore potential differences in the developmental patterns of peer aggression and victimization across diverse cultural contexts. Third, future studies should examine the influence of various risk and protective factors, including family environment, peer relationships, and school climate, on the trajectories of peer aggression and victimization to provide a more comprehensive understanding of these dynamics.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, our study contributes to the understanding of peer aggression and victimization among Chinese early adolescents by delineating distinct developmental trajectories and their associations with internalizing problems and suicidal ideation. The majority of adolescents fall into a low aggression-low victimization pattern, with a smaller proportion experiencing high victimization or fluctuating levels of aggression and victimization. Notably, our findings indicate that specific patterns of aggression and victimization, particularly the emergent trajectory of shifting from relational to physical aggression, are linked to significant mental health challenges, including increased internalizing problems and suicidal ideation. These patterns underscore the critical need for targeted, culturally sensitive interventions that address both the overt and covert forms of aggression and the complex social dynamics that contribute to victimization. By disrupting these patterns, we can better support the psychological well-being and social development of adolescents in Chinese contexts.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAuthor contributions Concept and design: J.H, K.D and X.G. Acquisition, analysis, or interpretation of data: J.H, F.Z and X.Z. Drafting of the manuscript: J.H, F.Z, K.D and X.G. Critical revision of the manuscript for important intellectual content: X.G. Statistical analysis: J.H, K.D and X.G. Supervision: J.H and X.G. All authors reviewed the manuscript.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eAll data are available upon reasonable request emailed to the corresponding author.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eCrick NR, Grotpeter JK. Relational aggression, gender, and social-psychological adjustment. \u003cem\u003eChild Dev.\u003c/em\u003e 1995;66(3):710-722. \u003c/li\u003e\n\u003cli\u003eModecki KL, Minchin J, Harbaugh AG et al. Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying. \u003cem\u003eJ Adolesc Health.\u003c/em\u003e 2014;55(5):602-611. \u003c/li\u003e\n\u003cli\u003eKawabata Y, Kinoshita M, Onishi A. 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On the Concept of Face. \u003cem\u003eAm J Sociol\u003c/em\u003e\u003cem\u003e.\u003c/em\u003e 1976;81(4):867\u0026ndash;884. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Peer aggression, Peer victimization, Internalizing problems, Suicidal ideation, Early adolescence","lastPublishedDoi":"10.21203/rs.3.rs-4753244/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4753244/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examined heterogeneous co-developmental trajectories of physical and relational aggression and victimization during early adolescence, as well as the relations between these identifiably distinct trajectories and adolescent internalizing problems and suicidal ideation. Using an accelerated longitudinal design, 4731 Chinese early adolescents (44.9% girls; Mage = 10.91 years, SD = 0.72) in two cohorts (grades 4 and 5) were included, and four measures were completed over a 2-year period. Parallel process latent category growth models revealed four distinct groups: low aggression-high victimization (9.6%); High drop relational aggression and victimization but recovering physical aggression (5.0%); low aggression-low victimization (79.9%); stabilizing aggression-victimization (5.5%); all of which were associated with indicators of children's internalization problems and suicidal ideation. Adolescents with low aggression-high victimization and stabilizing aggression-victimization were more likely to experience more internalizing problems and suicidal ideation. Understanding these dynamics can aid in designing targeted interventions to address both relational and physical aggression and victimization, thereby promoting healthier social interactions and mental well-being among adolescents.\u003c/p\u003e","manuscriptTitle":"Joint Trajectories of Peer Aggression and Peer Victimization in Chinese Early Adolescents: Relations to Internalization Problems and Suicidal Ideation","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-08-19 23:59:50","doi":"10.21203/rs.3.rs-4753244/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"07ad3d40-0302-486c-9d25-2e24907c420c","owner":[],"postedDate":"August 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-12-13T18:23:16+00:00","versionOfRecord":[],"versionCreatedAt":"2024-08-19 23:59:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4753244","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4753244","identity":"rs-4753244","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}