Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers' Use of Reward and Discipline.

Published on Jun 16, 2020in Journal of Abnormal Child Psychology3.837
· DOI :10.1007/S10802-020-00663-2
Suhlim Hwang3
Estimated H-index: 3
(IOE: Institute of Education),
Rebecca Waller25
Estimated H-index: 25
(UPenn: University of Pennsylvania)
+ 1 AuthorsJennifer L. Allen15
Estimated H-index: 15
(University of Bath)
Sources
Abstract
Callous-unemotional (CU) traits have been associated with atypical responses to reward and punishment cues, with evidence suggesting that such traits may shape caregiver use of reward and punishment practices over time. To date, research has predominantly focused on parental rewards and discipline, with far less attention paid to teacher behavior management strategies. The first aim of the current study was to investigate the potential moderating effect of CU traits on the relationship between teacher classroom management strategies (rewards and discipline) and two important school-related outcomes: student engagement and academic motivation. The second aim was to examine whether CU traits were related to teachers' use of discipline and reward strategies over time. Children attending South Korean primary schools (N = 218; aged 10-12 years; 52% boys) reported on CU traits, antisocial behavior, teacher classroom management strategies, school engagement and academic motivation at two time points (the beginning and end of a single academic year). First, harsh teacher discipline predicted lower school engagement, but only for children low in CU traits. Second, cross-lagged longitudinal models showed that CU traits predicted decreased use of teacher rewards, over and above associations with antisocial behavior. CU traits were not related to harsh discipline cross-sectionally or longitudinally in models that accounted for antisocial behavior. Findings show that CU traits are related to reduced sensitivity to teacher discipline, suggesting that teachers may need additional support to implement both discipline and reward-based strategies with children high in these traits.
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References68
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#1David J. Hawes (USYD: University of Sydney)H-Index: 37
#2Eva R. Kimonis (UNSW: University of New South Wales)H-Index: 40
Last. Mark R. Dadds (USYD: University of Sydney)H-Index: 89
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Support for the clinical importance of callous and unemotional (CU) traits has grown considerably in recent years, yet tools for the assessment of CU traits in clinical settings have largely been limited to questionnaires. This study examined the validity of the Clinical Assessment of Prosocial Emotions (CAPE 1.1), a newly developed clinician-rating measure of CU traits in children and adolescents. Participants were children aged 3 to 15 years (N = 82; 75% male) who were referred for treatment o...
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#4Anni R. Subar (UM: University of Michigan)H-Index: 5
Abstract Antisocial behavior is harmful, financially costly to society, and hard to treat. Callous-unemotional (CU) traits, which predict greater risk for antisocial behavior, are defined in theoretical and diagnostic models as representing low empathy, guilt, and prosociality. However, no meta-analytic reviews have systematically integrated the findings of studies that have reported associations between measures of CU traits and empathy, guilt, or prosociality, or potential moderators of these ...
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#1Lan Yang (HKU: University of Hong Kong)H-Index: 7
#2Hiu-Man ChiuH-Index: 2
Last. Ming Lui (Hong Kong Baptist University)H-Index: 8
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ABSTRACTWhile the relationship between self-determination and the academic achievement of students has been widely tested across cultures and groups, limited research has examined the antecedents o...
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#1Jennifer L. Allen (UCL: University College London)H-Index: 15
#2Suhlim Hwang (UCL: University College London)H-Index: 3
Last. Jorg Huijding (UU: Utrecht University)H-Index: 25
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Disruptive behavior disorders are psychiatric disorders in which the hallmark feature is behavior that violates the rights of others and/or brings an individual into conflict with others or with society. Some examples of such behaviors include rule-breaking, defiance, aggression, and destruction of property. This chapter covers oppositional defiant disorder (ODD) and conduct disorder (CD), which are commonly considered disruptive behavior disorders, and also briefly discusses disruptive mood dys...
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#1Rebecca Waller (UPenn: University of Pennsylvania)H-Index: 25
#2Nicholas J. Wagner (BU: Boston University)H-Index: 16
Abstract Research implicates callous-unemotional (CU) traits (i.e., lack of empathy, prosociality, and guilt, and reduced sensitivity to others’ emotions) in the development of severe and persistent antisocial behavior. To improve etiological models of antisocial behavior and develop more effective treatments, we need a better understanding of the origins of CU traits. In this review, we discuss the role of two psychobiological and mechanistic precursors to CU traits: low affiliative reward (i.e...
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#1Elisabeth Bird (IOE: Institute of Education)H-Index: 3
#2Celine Y. Chhoa (IOE: Institute of Education)H-Index: 5
Last. Jennifer L. Allen (IOE: Institute of Education)H-Index: 15
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Callous-unemotional (CU) traits and male gender are both known risk factors for poor academic outcomes in children and adolescents. However, despite gender differences in CU trait severity, comorbid difficulties and correlates of CU traits, research has yet to examine whether the CU traits and male gender may work together to increase risk for poor academic performance. That is, whether boys high in CU traits perform more poorly across academic disciplines than girls high in these traits. This s...
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#1Kerstin Göbel (University of Duisburg-Essen)H-Index: 7
#2Zuzanna M. Preusche (University of Duisburg-Essen)H-Index: 2
ABSTRACTMinority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a st...
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#1Christopher J. Trentacosta (WSU: Wayne State University)H-Index: 26
#2Rebecca Waller (UM: University of Michigan)H-Index: 25
Last. Luke W. Hyde (UM: University of Michigan)H-Index: 34
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Callous-unemotional (CU) behaviors increase children’s risk for subsequent antisocial behavior. This risk process may begin in early childhood with reciprocal pathways between CU behaviors and harsh parenting. In a sample of 561 linked triads of biological mothers, adoptive parents, and adopted children, the present study examined bidirectional links between CU behaviors and harsh parenting across three time points from 18 to 54 months and investigated moderation by inherited risk for psychopath...
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#1Patty Leijten (University of Oxford)H-Index: 17
#2Frances Gardner (University of Oxford)H-Index: 60
Last. Geertjan Overbeek (UvA: University of Amsterdam)H-Index: 45
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Objective Parenting programs are the recommended strategy for the prevention and treatment of disruptive child behavior. Similar to most psychosocial interventions, it is unknown which components of parenting programs (ie, parenting techniques taught) actually contribute to program effects. Identifying what parents need to be taught to reduce disruptive child behavior can optimize intervention strategies, and refine theories on how parenting shapes disruptive child behavior. Method In two meta-a...
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#1Patrick M. Tyler (Boys Town)H-Index: 10
#2Stuart F. White (Boys Town)H-Index: 21
Last. R.J.R. Blair (Boys Town)H-Index: 5
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ABSTRACTA cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DB...
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Cited By6
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#1Suhlim Hwang (IOE: Institute of Education)H-Index: 3
#2Jennifer L. Allen (University of Bath)H-Index: 15
Last. Elisabeth Bird (IOE: Institute of Education)H-Index: 3
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BACKGROUND Callous-unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its i...
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#1Jennifer L. Allen (University of Bath)H-Index: 15
#2Yiyun Shou (ANU: Australian National University)H-Index: 11
Last. Elisabeth Bird (UCL: University College London)H-Index: 3
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The current study investigated the measurement invariance of the Inventory of Callous-Unemotional Traits in school-attending youth in the UK (N = 437) and China (N = 364). The original 24-item ICU and five shortened versions proposed in previous studies were tested and compared using confirmatory factor analysis in the UK sample. Results indicated that the original ICU was a poor fit in the UK sample. A shortened, 11-item version (ICU-11) featuring two factors (Callousness and Uncaring) provided...
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#1Suhlim Hwang (UCL: University College London)H-Index: 3
#2Rebecca Waller (UPenn: University of Pennsylvania)H-Index: 25
Last. Jennifer L. AllenH-Index: 15
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Objective: Callous-unemotional traits (CU) traits are characterized by low empathy, guilt, and reduced sensitivity to others' feelings, along with a reduced drive for social affiliation. However, little is known about the relationships between CU traits and social affiliation in the school context, or the influence of gender on these associations. This study tested reciprocal associations between CU traits and school-based affiliative relationships and explored gender as a potential moderator.Me...
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#1Suhlim Hwang (UCL: University College London)H-Index: 3
#2Rebecca Waller (UPenn: University of Pennsylvania)H-Index: 25
Last. Jennifer L. AllenH-Index: 15
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Poor educational outcomes are common among children with antisocial behavior problems, including among a subgroup of antisocial children with callous-unemotional traits, who show deficits in empathy, guilt, and prosociality. However, few studies have explored the unique contributions of antisocial behavior and callous-unemotional traits to school outcomes and most prior studies have been conducted in Western countries. The current study thus tested associations between callous-unemotional traits...
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#1Hannah Roslyne Wilkinson (Birkbeck, University of London)H-Index: 1
#2Alice Jones Bartoli (Goldsmiths, University of London)H-Index: 4
Background: Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students’ emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of call...
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#1Nkhensani Susan Thuketana (University of Pretoria)
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