Higher aggression is related to poorer academic performance in compulsory education / Eero VUOKSIMAA in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338 Titre : Higher aggression is related to poorer academic performance in compulsory education Type de document : texte imprimé Auteurs : Eero VUOKSIMAA, Auteur ; Richard J. ROSE, Auteur ; Lea PULKKINEN, Auteur ; Teemu PALVIAINEN, Auteur ; Kaili RIMFELD, Auteur ; Sebastian LUNDSTROM, Auteur ; Meike BARTELS, Auteur ; Catharina VAN BEIJSTERVELDT, Auteur ; Anne HENDRIKS, Auteur ; Eveline L. DE ZEEUW, Auteur ; Robert PLOMIN, Auteur ; Paul LICHTENSTEIN, Auteur ; Dorret I. BOOMSMA, Auteur ; Jaakko KAPRIO, Auteur Article en page(s) : p.327-338 Langues : Anglais (eng) Mots-clés : Aggression  cognition  development  educational attainment  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs. En ligne : http://dx.doi.org/10.1111/jcpp.13273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Higher aggression is related to poorer academic performance in compulsory education [texte imprimé] / Eero VUOKSIMAA, Auteur ; Richard J. ROSE, Auteur ; Lea PULKKINEN, Auteur ; Teemu PALVIAINEN, Auteur ; Kaili RIMFELD, Auteur ; Sebastian LUNDSTROM, Auteur ; Meike BARTELS, Auteur ; Catharina VAN BEIJSTERVELDT, Auteur ; Anne HENDRIKS, Auteur ; Eveline L. DE ZEEUW, Auteur ; Robert PLOMIN, Auteur ; Paul LICHTENSTEIN, Auteur ; Dorret I. BOOMSMA, Auteur ; Jaakko KAPRIO, Auteur . - p.327-338. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338 Mots-clés : Aggression  cognition  development  educational attainment  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs. En ligne : http://dx.doi.org/10.1111/jcpp.13273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

The etiology of autistic traits in preschoolers: a population-based twin study / Eveline L. DE ZEEUW in Journal of Child Psychology and Psychiatry, 58-8 (August 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-8 (August 2017) . - p.893-901 Titre : The etiology of autistic traits in preschoolers: a population-based twin study Type de document : texte imprimé Auteurs : Eveline L. DE ZEEUW, Auteur ; Catharina E. M. VAN BEIJSTERVELDT, Auteur ; Rosa A. HOEKSTRA, Auteur ; Meike BARTELS, Auteur ; Dorret I. BOOMSMA, Auteur Article en page(s) : p.893-901 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  heritability  child behavior checklist  twins Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorders (ASD) are highly heritable, but the exact etiological mechanisms underlying the condition are still unclear. Methods Using a multiple rater twin design in a large sample of general population preschool twins, this study aimed to (a) estimate the contribution of genetic and environmental factors to autistic traits, controlling for the possible effects of rater bias, (b) to explore possible sex differences in etiology and (c) to investigate the discordance in autistic traits in monozygotic and same-sex dizygotic twin pairs. The Netherlands Twin Register collected maternal and paternal ratings on autistic traits from a general population of 38,798 three-year-old twins. Autistic traits were assessed with the DSM-oriented Pervasive Developmental Problems scale of the Child Behavior Check List for preschoolers (1½–5 years). Results Mother and fathers showed high agreement in their assessment of autistic traits (r = .60–.66). Differences between children in autistic traits were largely accounted for by genetic effects (boys: 78% and girls: 83%). Environmental effects that are unique to a child also played a modest role. Environmental effects shared by children growing up in the same family were negligible, once rater bias was controlled for. While the prevalence for clinical ASD is higher in boys than in girls, this study did not find evidence for striking differences in the etiology of autistic traits across the sexes. Even though the heritability was high, 29% of MZ twin pairs were discordant for high autistic traits (clinical range vs. normal development), suggesting that despite high genetic risk, environmental factors might lead to resilience, unaffected status in the context of genetic risk, in some children. Conclusions It is important to focus future research on risk factors that might interplay with a genetic disposition for ASD, but also on protective factors that make a difference in the lives of children at genetic risk. En ligne : http://dx.doi.org/10.1111/jcpp.12741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] The etiology of autistic traits in preschoolers: a population-based twin study [texte imprimé] / Eveline L. DE ZEEUW, Auteur ; Catharina E. M. VAN BEIJSTERVELDT, Auteur ; Rosa A. HOEKSTRA, Auteur ; Meike BARTELS, Auteur ; Dorret I. BOOMSMA, Auteur . - p.893-901. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-8 (August 2017) . - p.893-901 Mots-clés : Autism spectrum disorder  heritability  child behavior checklist  twins Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorders (ASD) are highly heritable, but the exact etiological mechanisms underlying the condition are still unclear. Methods Using a multiple rater twin design in a large sample of general population preschool twins, this study aimed to (a) estimate the contribution of genetic and environmental factors to autistic traits, controlling for the possible effects of rater bias, (b) to explore possible sex differences in etiology and (c) to investigate the discordance in autistic traits in monozygotic and same-sex dizygotic twin pairs. The Netherlands Twin Register collected maternal and paternal ratings on autistic traits from a general population of 38,798 three-year-old twins. Autistic traits were assessed with the DSM-oriented Pervasive Developmental Problems scale of the Child Behavior Check List for preschoolers (1½–5 years). Results Mother and fathers showed high agreement in their assessment of autistic traits (r = .60–.66). Differences between children in autistic traits were largely accounted for by genetic effects (boys: 78% and girls: 83%). Environmental effects that are unique to a child also played a modest role. Environmental effects shared by children growing up in the same family were negligible, once rater bias was controlled for. While the prevalence for clinical ASD is higher in boys than in girls, this study did not find evidence for striking differences in the etiology of autistic traits across the sexes. Even though the heritability was high, 29% of MZ twin pairs were discordant for high autistic traits (clinical range vs. normal development), suggesting that despite high genetic risk, environmental factors might lead to resilience, unaffected status in the context of genetic risk, in some children. Conclusions It is important to focus future research on risk factors that might interplay with a genetic disposition for ASD, but also on protective factors that make a difference in the lives of children at genetic risk. En ligne : http://dx.doi.org/10.1111/jcpp.12741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Why do children read more? The influence of reading ability on voluntary reading practices / E. VAN BERGEN in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1205-1214 Titre : Why do children read more? The influence of reading ability on voluntary reading practices Type de document : texte imprimé Auteurs : E. VAN BERGEN, Auteur ; M. J. SNOWLING, Auteur ; Eveline L. DE ZEEUW, Auteur ; C. E. M. VAN BEIJSTERVELDT, Auteur ; Conor V. DOLAN, Auteur ; Dorret I. BOOMSMA, Auteur Article en page(s) : p.1205-1214 Langues : Anglais (eng) Mots-clés : Direction of causality models  behaviour-genetics  causal modelling  print exposure  reading skills  twin studies Index. décimale : PER Périodiques Résumé : BACKGROUND: This study investigates the causal relationships between reading and print exposure and investigates whether the amount children read outside school determines how well they read, or vice versa. Previous findings from behavioural studies suggest that reading predicts print exposure. Here, we use twin-data and apply the behaviour-genetic approach of direction of causality modelling, suggested by Heath et al. (), to investigate the causal relationships between these two traits. METHOD: Partial data were available for a large sample of twin children (N = 11,559) and 262 siblings, all enrolled in the Netherlands Twin Register. Children were assessed around 7.5 years of age. Mothers completed questionnaires reporting children's time spent on reading activities and reading ability. Additional information on reading ability was available through teacher ratings and performance on national reading tests. For siblings reading test, results were available. RESULTS: The reading ability of the twins was comparable to that of the siblings and national norms, showing that twin findings can be generalized to the population. A measurement model was specified with two latent variables, Reading Ability and Print Exposure, which correlated .41. Heritability analyses showed that Reading Ability was highly heritable, while genetic and environmental influences were equally important for Print Exposure. We exploited the fact that the two constructs differ in genetic architecture and fitted direction of causality models. The results supported a causal relationship running from Reading Ability to Print Exposure. CONCLUSIONS: How much and how well children read are moderately correlated. Individual differences in print exposure are less heritable than individual differences in reading ability. Importantly, the present results suggest that it is the children's reading ability that determines how much they choose to read, rather than vice versa. En ligne : http://dx.doi.org/10.1111/jcpp.12910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Why do children read more? The influence of reading ability on voluntary reading practices [texte imprimé] / E. VAN BERGEN, Auteur ; M. J. SNOWLING, Auteur ; Eveline L. DE ZEEUW, Auteur ; C. E. M. VAN BEIJSTERVELDT, Auteur ; Conor V. DOLAN, Auteur ; Dorret I. BOOMSMA, Auteur . - p.1205-1214. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1205-1214 Mots-clés : Direction of causality models  behaviour-genetics  causal modelling  print exposure  reading skills  twin studies Index. décimale : PER Périodiques Résumé : BACKGROUND: This study investigates the causal relationships between reading and print exposure and investigates whether the amount children read outside school determines how well they read, or vice versa. Previous findings from behavioural studies suggest that reading predicts print exposure. Here, we use twin-data and apply the behaviour-genetic approach of direction of causality modelling, suggested by Heath et al. (), to investigate the causal relationships between these two traits. METHOD: Partial data were available for a large sample of twin children (N = 11,559) and 262 siblings, all enrolled in the Netherlands Twin Register. Children were assessed around 7.5 years of age. Mothers completed questionnaires reporting children's time spent on reading activities and reading ability. Additional information on reading ability was available through teacher ratings and performance on national reading tests. For siblings reading test, results were available. RESULTS: The reading ability of the twins was comparable to that of the siblings and national norms, showing that twin findings can be generalized to the population. A measurement model was specified with two latent variables, Reading Ability and Print Exposure, which correlated .41. Heritability analyses showed that Reading Ability was highly heritable, while genetic and environmental influences were equally important for Print Exposure. We exploited the fact that the two constructs differ in genetic architecture and fitted direction of causality models. The results supported a causal relationship running from Reading Ability to Print Exposure. CONCLUSIONS: How much and how well children read are moderately correlated. Individual differences in print exposure are less heritable than individual differences in reading ability. Importantly, the present results suggest that it is the children's reading ability that determines how much they choose to read, rather than vice versa. En ligne : http://dx.doi.org/10.1111/jcpp.12910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

---

1 (1 - 3 / 3) Par page : 25 50 100 200