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Auteur Eveline L. DE ZEEUW |
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Higher aggression is related to poorer academic performance in compulsory education / Eero VUOKSIMAA in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Higher aggression is related to poorer academic performance in compulsory education Type de document : Texte imprimé et/ou numérique 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 et/ou numérique] / 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