[article]
| 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 |
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338
[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 |
|  |
Higher aggression is related to poorer academic performance in compulsory education in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
