Associations between genetic predisposition to mental health problems and academic achievement: a developmental perspective using two population-based cohorts / Marie-Pier LAROSE in Journal of Child Psychology and Psychiatry, 67-2 (February 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-2 (February 2026) . - p.253-265 Titre : Associations between genetic predisposition to mental health problems and academic achievement: a developmental perspective using two population-based cohorts Type de document : texte imprimé Auteurs : Marie-Pier LAROSE, Auteur ; Isabel SCHUURMANS, Auteur ; Edward D. BARKER, Auteur ; Liliana GARCIA MONDRAGON, Auteur ; Henning TIEMEIER, Auteur ; Irwin WALDMAN, Auteur ; Charlotte CECIL, Auteur Article en page(s) : p.253-265 Langues : Anglais (eng) Mots-clés : Behavioral genetics  educational attainment  conduct disorder  attention-deficit-hyperactivity disorder Index. décimale : PER Périodiques Résumé : Background Children's cognitive abilities play an important role throughout their academic career, but recent studies highlight the negative impacts of aggression, inattention, and impulsivity on academic success. These behaviors and traits are central to most externalizing (EXT) and neurodevelopmental (NDD) problems, which are substantially genetically influenced. We examined the mechanisms by which high levels of genetic predispositions to EXT and NDD problems associate with elevated mental health symptoms and subsequently lead to lower levels of academic achievement in two developmental periods (i.e., childhood and adolescence). Methods Analyses were performed on a subset of participants from the Generation R Study (N?=?2,992) and the Avon Longitudinal Study of Parents and Children (ALSPAC) (N?=?5,099). Using structural equation modeling, we simultaneously tested for indirect pathways between polygenic scores for externalizing and neurodevelopmental problems (PGS-EXT and PGS-NDD) and academic achievement (age 12 in the Generation R Study and age 16 in ALSPAC) via children's symptomatology for conduct, attention, social, and oppositional defiant problems reported by mothers during early childhood (Generation R Study) and from childhood to adolescence (ALSPAC study). Our models were adjusted for children's sex, exposure to adversity, cognitive abilities, early school achievement (only in ALSPAC), and genetic predisposition to educational attainment. Results In both cohorts, we found that higher levels of PGS-NDD were associated with lower levels of academic achievement via higher attention problems. In adolescence only, we found that higher levels of PGS-NDD and PGS-EXT were associated with lower academic achievement via higher levels of conduct problems. Conclusions Genetic predispositions to EXT and NDD were indirectly associated with academic achievement beyond the PGS for educational attainment, highlighting the need for sustained efforts to support children with attention problems in educational settings and to intervene on conduct problems, particularly during adolescence. Pre-registration number Doi: 10.17605/OSF.IO/SQTJH. En ligne : https://doi.org/10.1111/jcpp.70043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Associations between genetic predisposition to mental health problems and academic achievement: a developmental perspective using two population-based cohorts [texte imprimé] / Marie-Pier LAROSE, Auteur ; Isabel SCHUURMANS, Auteur ; Edward D. BARKER, Auteur ; Liliana GARCIA MONDRAGON, Auteur ; Henning TIEMEIER, Auteur ; Irwin WALDMAN, Auteur ; Charlotte CECIL, Auteur . - p.253-265. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-2 (February 2026) . - p.253-265 Mots-clés : Behavioral genetics  educational attainment  conduct disorder  attention-deficit-hyperactivity disorder Index. décimale : PER Périodiques Résumé : Background Children's cognitive abilities play an important role throughout their academic career, but recent studies highlight the negative impacts of aggression, inattention, and impulsivity on academic success. These behaviors and traits are central to most externalizing (EXT) and neurodevelopmental (NDD) problems, which are substantially genetically influenced. We examined the mechanisms by which high levels of genetic predispositions to EXT and NDD problems associate with elevated mental health symptoms and subsequently lead to lower levels of academic achievement in two developmental periods (i.e., childhood and adolescence). Methods Analyses were performed on a subset of participants from the Generation R Study (N?=?2,992) and the Avon Longitudinal Study of Parents and Children (ALSPAC) (N?=?5,099). Using structural equation modeling, we simultaneously tested for indirect pathways between polygenic scores for externalizing and neurodevelopmental problems (PGS-EXT and PGS-NDD) and academic achievement (age 12 in the Generation R Study and age 16 in ALSPAC) via children's symptomatology for conduct, attention, social, and oppositional defiant problems reported by mothers during early childhood (Generation R Study) and from childhood to adolescence (ALSPAC study). Our models were adjusted for children's sex, exposure to adversity, cognitive abilities, early school achievement (only in ALSPAC), and genetic predisposition to educational attainment. Results In both cohorts, we found that higher levels of PGS-NDD were associated with lower levels of academic achievement via higher attention problems. In adolescence only, we found that higher levels of PGS-NDD and PGS-EXT were associated with lower academic achievement via higher levels of conduct problems. Conclusions Genetic predispositions to EXT and NDD were indirectly associated with academic achievement beyond the PGS for educational attainment, highlighting the need for sustained efforts to support children with attention problems in educational settings and to intervene on conduct problems, particularly during adolescence. Pre-registration number Doi: 10.17605/OSF.IO/SQTJH. En ligne : https://doi.org/10.1111/jcpp.70043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance / Marie-Pier LAROSE in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770 Titre : Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance Type de document : texte imprimé Auteurs : Marie-Pier LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Barbara MAUGHAN, Auteur ; Edward D. BARKER, Auteur Article en page(s) : p.762-770 Langues : Anglais (eng) Mots-clés : Adolescent  Child  Child Behavior Disorders  Child Care  Child Health  Female  Humans  Longitudinal Studies  Pregnancy  Problem Behavior  adversity  childcare  cognitive development  externalizing behaviors  prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Children exposed to early adversity are vulnerable to cognitive impairments and externalizing behaviors. Attending childcare may, however, partly buffer this detrimental effect by providing social and cognitive stimulation in a secure environment. The aims of this study were (a) to determine whether the association between exposure to adversity and later externalizing behaviors is mediated by children's cognitive abilities, and (b) to examine if childcare attendance moderates this mediation-thereby highlighting a protective function of children's childcare attendance. METHODS: Data come from the Avon Longitudinal Study of Children and Parents (N = 6,149). Exposure to adversity was assessed by maternal reports three times from the second trimester of the mother's pregnancy to the child's fourth year of age. Childcare attendance was assessed on four occasions between eight months and three years of age. Factors explaining differences in childcare attendance were controlled using propensity score weights. Children's cognitive abilities were assessed by the Weschler Intelligence Scale for Children at eight years of age, and externalizing behaviors were reported by mothers using the Development and Well-Being Assessment interview at 10, 13, and 15 years of age. RESULTS: Notably, lower cognitive abilities partly accounted for the higher levels of externalizing behaviors in adolescents exposed to adversity (B indirect effect = 0.02, 95% CI = 0.007-0.03, p < .01). Importantly, childcare attendance moderated this indirect effect. For children exposed to adversity, being in maternal care was associated with lower cognitive abilities which were related to higher levels of externalizing behaviors. On the contrary, for children exposed to adversity, attending childcare was associated with higher cognitive abilities which were linked to lower levels of externalizing behaviors. CONCLUSIONS: Easily accessible community childcare may be a relatively low-cost public health strategy to prevent the emergence of externalizing behavioral problems in adolescence through its positive effects on cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.13313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance [texte imprimé] / Marie-Pier LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; Isabelle OUELLET-MORIN, Auteur ; Barbara MAUGHAN, Auteur ; Edward D. BARKER, Auteur . - p.762-770. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770 Mots-clés : Adolescent  Child  Child Behavior Disorders  Child Care  Child Health  Female  Humans  Longitudinal Studies  Pregnancy  Problem Behavior  adversity  childcare  cognitive development  externalizing behaviors  prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Children exposed to early adversity are vulnerable to cognitive impairments and externalizing behaviors. Attending childcare may, however, partly buffer this detrimental effect by providing social and cognitive stimulation in a secure environment. The aims of this study were (a) to determine whether the association between exposure to adversity and later externalizing behaviors is mediated by children's cognitive abilities, and (b) to examine if childcare attendance moderates this mediation-thereby highlighting a protective function of children's childcare attendance. METHODS: Data come from the Avon Longitudinal Study of Children and Parents (N = 6,149). Exposure to adversity was assessed by maternal reports three times from the second trimester of the mother's pregnancy to the child's fourth year of age. Childcare attendance was assessed on four occasions between eight months and three years of age. Factors explaining differences in childcare attendance were controlled using propensity score weights. Children's cognitive abilities were assessed by the Weschler Intelligence Scale for Children at eight years of age, and externalizing behaviors were reported by mothers using the Development and Well-Being Assessment interview at 10, 13, and 15 years of age. RESULTS: Notably, lower cognitive abilities partly accounted for the higher levels of externalizing behaviors in adolescents exposed to adversity (B indirect effect = 0.02, 95% CI = 0.007-0.03, p < .01). Importantly, childcare attendance moderated this indirect effect. For children exposed to adversity, being in maternal care was associated with lower cognitive abilities which were related to higher levels of externalizing behaviors. On the contrary, for children exposed to adversity, attending childcare was associated with higher cognitive abilities which were linked to lower levels of externalizing behaviors. CONCLUSIONS: Easily accessible community childcare may be a relatively low-cost public health strategy to prevent the emergence of externalizing behavioral problems in adolescence through its positive effects on cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.13313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

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