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dc.contributor.authorFernández-Berrocal, Pablo
dc.contributor.authorMegías-Robles, Alberto
dc.contributor.authorGómez Leal, Raquel
dc.contributor.authorCabello-González, Rosario 
dc.contributor.authorGutiérrez-Cobo, María José 
dc.date.accessioned2017-12-12T12:51:25Z
dc.date.available2017-12-12T12:51:25Z
dc.date.created2017
dc.date.issued2017-12-12
dc.identifier.urihttps://hdl.handle.net/10630/14879
dc.description.abstractIntroduction. Aggression is a highly prevalent behavior in children that is related to negative consequences such as psychosocial behaviors, depression, anxiety and sleeping problems, among others. Given their negative consequences, it is necessary to look for protective factors that prevent or reduce their progress in early development before they become highly unshakable. Objective. The aim of the present study was to assess the relation between parental education and inhibitory control in the aggressive behavior of children. Method. A total of 147 participants, aged from 7 to 10 years, completed a go/no-go task to assess inhibitory control, whilst their parents reported their education level, and their teachers rated the aggressive behavior of the children through the Teacher Rating Scale (TRS) of the Behavior Assessment System for Children 2 (BASC-2). Results. The results showed that both inhibitory control and parental education determined aggressive behavior in children. In addition, inhibitory control partially mediated the associations between parental education and aggressive behavior after accounting for age. This result is very important given that modifying parental education is not under our control. However, a moderated mediation model revealed that lower parental education was associated with higher levels of aggressive behavior, which, in girls occurred independently of inhibitory control. In contrast, inhibitory control mediated this relation in boys. Conclusion. These results suggest the importance of parental education and inhibitory control in the aggressive behavior of children, supporting the idea that both constructs are relevant for understanding these conduct problems in schools, particularly in boys. The clinical implications of these findings are discussed, along with possible future lines of investigation.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEducación parentalen_US
dc.subject.otherParental educationen_US
dc.subject.otherAggressionen_US
dc.subject.otherInhibory controlen_US
dc.subject.otherGenderen_US
dc.titleThe association between parental education and aggression in children: a moderated-mediation model for inhibitory control and genderen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Psicología y Logopediaen_US
dc.relation.eventtitleX Congreso Internacional y XV Nacional de Psicología Clínicaen_US
dc.relation.eventplaceSantiago de Compostela. Españaen_US
dc.relation.eventdate16-19/ 11/ 2017en_US


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