Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons / Gary J. LEWIS in Journal of Child Psychology and Psychiatry, 58-3 (March 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.292-304 Titre : Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons Type de document : Texte imprimé et/ou numérique Auteurs : Gary J. LEWIS, Auteur ; Kathryn ASBURY, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.292-304 Langues : Anglais (eng) Mots-clés : Education  genetics  longitudinal  twin study  behavior problems  Strengths and Difficulties Questionnaire Index. décimale : PER Périodiques Résumé : Background Childhood behavior problems predict subsequent educational achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for educational achievement from childhood to adolescence. Methods We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of educational achievement at age 16 using a longitudinal classical twin design. Results Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted educational achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted educational achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4. Conclusions These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict educational achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent educational achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development. En ligne : http://dx.doi.org/10.1111/jcpp.12655 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons [Texte imprimé et/ou numérique] / Gary J. LEWIS, Auteur ; Kathryn ASBURY, Auteur ; Robert PLOMIN, Auteur . - p.292-304. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.292-304 Mots-clés : Education  genetics  longitudinal  twin study  behavior problems  Strengths and Difficulties Questionnaire Index. décimale : PER Périodiques Résumé : Background Childhood behavior problems predict subsequent educational achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for educational achievement from childhood to adolescence. Methods We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of educational achievement at age 16 using a longitudinal classical twin design. Results Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted educational achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted educational achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4. Conclusions These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict educational achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent educational achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development. En ligne : http://dx.doi.org/10.1111/jcpp.12655 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Identical genetic influences underpin behavior problems in adolescence and basic traits of personality / Gary J. LEWIS in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.865-875 Titre : Identical genetic influences underpin behavior problems in adolescence and basic traits of personality Type de document : Texte imprimé et/ou numérique Auteurs : Gary J. LEWIS, Auteur ; Claire M. A. HAWORTH, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.865-875 Langues : Anglais (eng) Mots-clés : Behavioral problems  strengths and difficulties  personality  genetics  twins Index. décimale : PER Périodiques Résumé : Background Understanding the etiology of adolescent problem behavior has been of enduring interest. Only relatively recently, however, has this issue been examined within a normal personality trait framework. Research suggests that problem behaviors in adolescence and beyond may be adequately explained by the taxonomy provided by the basic dimensions of normal personality: Such problem behaviors are suggested to be extreme points on a distribution of the full range of the underlying traits. We extend work in this field examining the extent to which genetic factors underlying the five-factor model of personality are common with genetic influences on adolescent behavior problems (namely, anxiety, peer problems, conduct, hyperactivity, and low prosociality). Method A nationally representative twin sample (Twins Early Development Study) from the general population of England and Wales, including 2031 pairs of twins aged 16 years old, was used to decompose variation into genetic and environmental components. Behavioral problems in adolescence were assessed by self-report with the Strengths and Difficulties Questionnaire. Results Adolescent behavior problems were moderately associated with normal personality: Specifically, a fifth to a third of phenotypic variance in problem behaviors was accounted for by five-factor model personality traits. Of central importance here, genetic influences underpinning personality were entirely overlapping with those genetic factors underlying adolescent behavior problems. Conclusions These findings suggest that adolescent behavior problems can be understood, at least in part, within a model of normal personality trait variation, with the genetic bases of these behavior problems the same as those genetic influences underpinning normal personality. En ligne : http://dx.doi.org/10.1111/jcpp.12156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Identical genetic influences underpin behavior problems in adolescence and basic traits of personality [Texte imprimé et/ou numérique] / Gary J. LEWIS, Auteur ; Claire M. A. HAWORTH, Auteur ; Robert PLOMIN, Auteur . - p.865-875. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.865-875 Mots-clés : Behavioral problems  strengths and difficulties  personality  genetics  twins Index. décimale : PER Périodiques Résumé : Background Understanding the etiology of adolescent problem behavior has been of enduring interest. Only relatively recently, however, has this issue been examined within a normal personality trait framework. Research suggests that problem behaviors in adolescence and beyond may be adequately explained by the taxonomy provided by the basic dimensions of normal personality: Such problem behaviors are suggested to be extreme points on a distribution of the full range of the underlying traits. We extend work in this field examining the extent to which genetic factors underlying the five-factor model of personality are common with genetic influences on adolescent behavior problems (namely, anxiety, peer problems, conduct, hyperactivity, and low prosociality). Method A nationally representative twin sample (Twins Early Development Study) from the general population of England and Wales, including 2031 pairs of twins aged 16 years old, was used to decompose variation into genetic and environmental components. Behavioral problems in adolescence were assessed by self-report with the Strengths and Difficulties Questionnaire. Results Adolescent behavior problems were moderately associated with normal personality: Specifically, a fifth to a third of phenotypic variance in problem behaviors was accounted for by five-factor model personality traits. Of central importance here, genetic influences underpinning personality were entirely overlapping with those genetic factors underlying adolescent behavior problems. Conclusions These findings suggest that adolescent behavior problems can be understood, at least in part, within a model of normal personality trait variation, with the genetic bases of these behavior problems the same as those genetic influences underpinning normal personality. En ligne : http://dx.doi.org/10.1111/jcpp.12156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

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