Childhood behavior problems and health at midlife: 35-year follow-up of a Scottish birth cohort / Sophie VON STUMM in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.992-1001 Titre : Childhood behavior problems and health at midlife: 35-year follow-up of a Scottish birth cohort Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Ian J. DEARY, Auteur ; Mika KIVIMAKI, Auteur ; Markus JOKELA, Auteur ; Heather CLARK, Auteur ; G. David BATTY, Auteur Année de publication : 2011 Article en page(s) : p.992-1001 Langues : Anglais (eng) Mots-clés : Childhood behavior disturbance  conduct problems  emotional problems  hyperactivity  health  smoking  alcohol  obesity Index. décimale : PER Périodiques Résumé : Background:  Childhood behavior problems are associated with premature mortality. To identify plausible pathways that may account for this association, we explored the extent to which childhood behavior problems relate to health behaviors and health outcomes at midlife. Methods:  The Aberdeen Children of the 1950s (ACONF) study comprises 12,500 children from the Aberdeen area, Scotland, UK. Childhood behavior problems were assessed by teacher ratings at children’s age of 6–12 years. Between 2001 and 2003, surviving study members, then aged 46–51 years, were mailed a questionnaire containing enquiries about physician-diagnosed conditions (long-term disease, diabetes, high blood pressure), general health, well-being, weight, smoking, and alcohol intake. A total of 7,183 responded. Results:  Two dimensions of externalizing (conduct problems and hyperactivity) and one of internalizing (emotional problems) behaviors were associated with adult health. Childhood conduct problems were related to an increased risk of long-term disease (odds ratio per one standard deviation increase; 95% confidence interval: 1.15; 1.02–1.29 for men; 1.26; 1.08–1.47 for women), obesity (1.16; 1.01–1.33 in men; 1.38; 1.14–1.68 in women), cigarette smoking (1.20; 1.07–1.34 in men; 1.17; 1.01–1.35 in women), and lower well-being. Childhood hyperactivity was associated with earlier initiation of smoking in men and women; smoking more cigarettes in women; and binge-drinking, as well as a higher frequency of hangovers in men. Internalizing behavior was related to a reduced the risk of ever smoking (.87; .80–.95 in men; .92; .85–.99 in women) and to healthier drinking patterns. In women but not men, internalizing problems also predicted a later age of smoking onset. Adjusting for socio-economic status of origin, childhood intelligence, education and age had negligible effects on these results. Conclusions:  Childhood behavior problems were associated with a series of adult health-related habits that may partially account for the link between early problem behaviors and premature mortality. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02373.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Childhood behavior problems and health at midlife: 35-year follow-up of a Scottish birth cohort [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Ian J. DEARY, Auteur ; Mika KIVIMAKI, Auteur ; Markus JOKELA, Auteur ; Heather CLARK, Auteur ; G. David BATTY, Auteur . - 2011 . - p.992-1001. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.992-1001 Mots-clés : Childhood behavior disturbance  conduct problems  emotional problems  hyperactivity  health  smoking  alcohol  obesity Index. décimale : PER Périodiques Résumé : Background:  Childhood behavior problems are associated with premature mortality. To identify plausible pathways that may account for this association, we explored the extent to which childhood behavior problems relate to health behaviors and health outcomes at midlife. Methods:  The Aberdeen Children of the 1950s (ACONF) study comprises 12,500 children from the Aberdeen area, Scotland, UK. Childhood behavior problems were assessed by teacher ratings at children’s age of 6–12 years. Between 2001 and 2003, surviving study members, then aged 46–51 years, were mailed a questionnaire containing enquiries about physician-diagnosed conditions (long-term disease, diabetes, high blood pressure), general health, well-being, weight, smoking, and alcohol intake. A total of 7,183 responded. Results:  Two dimensions of externalizing (conduct problems and hyperactivity) and one of internalizing (emotional problems) behaviors were associated with adult health. Childhood conduct problems were related to an increased risk of long-term disease (odds ratio per one standard deviation increase; 95% confidence interval: 1.15; 1.02–1.29 for men; 1.26; 1.08–1.47 for women), obesity (1.16; 1.01–1.33 in men; 1.38; 1.14–1.68 in women), cigarette smoking (1.20; 1.07–1.34 in men; 1.17; 1.01–1.35 in women), and lower well-being. Childhood hyperactivity was associated with earlier initiation of smoking in men and women; smoking more cigarettes in women; and binge-drinking, as well as a higher frequency of hangovers in men. Internalizing behavior was related to a reduced the risk of ever smoking (.87; .80–.95 in men; .92; .85–.99 in women) and to healthier drinking patterns. In women but not men, internalizing problems also predicted a later age of smoking onset. Adjusting for socio-economic status of origin, childhood intelligence, education and age had negligible effects on these results. Conclusions:  Childhood behavior problems were associated with a series of adult health-related habits that may partially account for the link between early problem behaviors and premature mortality. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02373.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap / Agnieszka GIDZIELA in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.747-757 Titre : Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap Type de document : Texte imprimé et/ou numérique Auteurs : Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Kaili RIMFELD, Auteur ; Andrew MCMILLAN, Auteur ; Angelica RONALD, Auteur ; Essi VIDING, Auteur ; Alison PIKE, Auteur ; Kathryn ASBURY, Auteur ; Thalia C. ELEY, Auteur ; Sophie VON STUMM, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.747-757 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences responsible for heritability. We assessed the extent to which variance in behaviour problem symptoms during the first two decades of life can be accounted for by measured NSE effects after controlling for genetics and shared environment. Methods The sample included 4,039 pairs of twins in the Twins Early Development Study whose environments and symptoms of behaviour problems were assessed in preschool, childhood, adolescence and early adulthood via parent, teacher and self-reports. Twin-specific environments were assessed via parent-reports, including early life adversity, parental feelings, parental discipline and classroom environment. Multivariate longitudinal twin model-fitting was employed to estimate the variance in behaviour problem symptoms at each age that could be predicted by environmental measures at the previous age. Results On average across childhood, adolescence and adulthood, parent-rated NSE composite measures accounted for 3.4% of the reliable NSE variance (1.0% of the total variance) in parent-rated, symptoms of behaviour problems, 0.5% (0.1%) in teacher-rated symptoms and 0.9% (0.5%) in self-rated symptoms after controlling for genetics, shared environment and error of measurement. Cumulatively across development, our parent-rated NSE measures in preschool, childhood and adolescence predicted 4.7% of the NSE variance (2.0% of the total variance) in parent-rated and 0.3% (0.2%) in self-rated behaviour problem symptoms in adulthood. Conclusions The missing NSE gap between variance explained by measured environments and total NSE variance is large. Home and classroom environments are more likely to influence behaviour problem symptoms via genetics than via NSE. En ligne : https://doi.org/10.1111/jcpp.13729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap [Texte imprimé et/ou numérique] / Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Kaili RIMFELD, Auteur ; Andrew MCMILLAN, Auteur ; Angelica RONALD, Auteur ; Essi VIDING, Auteur ; Alison PIKE, Auteur ; Kathryn ASBURY, Auteur ; Thalia C. ELEY, Auteur ; Sophie VON STUMM, Auteur ; Robert PLOMIN, Auteur . - p.747-757. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.747-757 Index. décimale : PER Périodiques Résumé : Background Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences responsible for heritability. We assessed the extent to which variance in behaviour problem symptoms during the first two decades of life can be accounted for by measured NSE effects after controlling for genetics and shared environment. Methods The sample included 4,039 pairs of twins in the Twins Early Development Study whose environments and symptoms of behaviour problems were assessed in preschool, childhood, adolescence and early adulthood via parent, teacher and self-reports. Twin-specific environments were assessed via parent-reports, including early life adversity, parental feelings, parental discipline and classroom environment. Multivariate longitudinal twin model-fitting was employed to estimate the variance in behaviour problem symptoms at each age that could be predicted by environmental measures at the previous age. Results On average across childhood, adolescence and adulthood, parent-rated NSE composite measures accounted for 3.4% of the reliable NSE variance (1.0% of the total variance) in parent-rated, symptoms of behaviour problems, 0.5% (0.1%) in teacher-rated symptoms and 0.9% (0.5%) in self-rated symptoms after controlling for genetics, shared environment and error of measurement. Cumulatively across development, our parent-rated NSE measures in preschool, childhood and adolescence predicted 4.7% of the NSE variance (2.0% of the total variance) in parent-rated and 0.3% (0.2%) in self-rated behaviour problem symptoms in adulthood. Conclusions The missing NSE gap between variance explained by measured environments and total NSE variance is large. Home and classroom environments are more likely to influence behaviour problem symptoms via genetics than via NSE. En ligne : https://doi.org/10.1111/jcpp.13729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Gene–environment interaction using polygenic scores: Do polygenic scores for psychopathology moderate predictions from environmental risk to behavior problems? / Robert PLOMIN in Development and Psychopathology, 34-5 (December 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-5 (December 2022) . - p.1816-1826 Titre : Gene–environment interaction using polygenic scores: Do polygenic scores for psychopathology moderate predictions from environmental risk to behavior problems? Type de document : Texte imprimé et/ou numérique Auteurs : Robert PLOMIN, Auteur ; Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Sophie VON STUMM, Auteur Article en page(s) : p.1816-1826 Langues : Anglais (eng) Mots-clés : behavior problems  genotype–environment interaction  polygenic scores  twins Index. décimale : PER Périodiques Résumé : The DNA revolution has energized research on interactions between genes and environments (GxE) by creating indices of G (polygenic scores) that are powerful predictors of behavioral traits. Here, we test the extent to which polygenic scores for attention-deficit/hyperactivity disorder and neuroticism moderate associations between parent reports of their children’s environmental risk (E) at ages 3 and 4 and teacher ratings of behavior problems (hyperactivity/inattention, conduct problems, emotional symptoms, and peer relationship problems) at ages 7, 9 and 12. The sampling frame included up to 6687 twins from the Twins Early Development Study. Our analyses focused on relative effect sizes of G, E and GxE in predicting behavior problems. G, E and GxE predicted up to 2%, 2% and 0.4%, respectively, of the variance in externalizing behavior problems (hyperactivity/inattention and conduct problems) across ages 7, 9 and 12, with no clear developmental trends. G and E predictions of emotional symptoms and peer relationship problems were weaker. A quarter (12 of 48) of our tests of GxE were nominally significant (p = .05). Increasing the predictive power of G and E would enhance the search for GxE. En ligne : http://dx.doi.org/10.1017/S0954579422000931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Gene–environment interaction using polygenic scores: Do polygenic scores for psychopathology moderate predictions from environmental risk to behavior problems? [Texte imprimé et/ou numérique] / Robert PLOMIN, Auteur ; Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Sophie VON STUMM, Auteur . - p.1816-1826. Langues : Anglais (eng) in Development and Psychopathology > 34-5 (December 2022) . - p.1816-1826 Mots-clés : behavior problems  genotype–environment interaction  polygenic scores  twins Index. décimale : PER Périodiques Résumé : The DNA revolution has energized research on interactions between genes and environments (GxE) by creating indices of G (polygenic scores) that are powerful predictors of behavioral traits. Here, we test the extent to which polygenic scores for attention-deficit/hyperactivity disorder and neuroticism moderate associations between parent reports of their children’s environmental risk (E) at ages 3 and 4 and teacher ratings of behavior problems (hyperactivity/inattention, conduct problems, emotional symptoms, and peer relationship problems) at ages 7, 9 and 12. The sampling frame included up to 6687 twins from the Twins Early Development Study. Our analyses focused on relative effect sizes of G, E and GxE in predicting behavior problems. G, E and GxE predicted up to 2%, 2% and 0.4%, respectively, of the variance in externalizing behavior problems (hyperactivity/inattention and conduct problems) across ages 7, 9 and 12, with no clear developmental trends. G and E predictions of emotional symptoms and peer relationship problems were weaker. A quarter (12 of 48) of our tests of GxE were nominally significant (p = .05). Increasing the predictive power of G and E would enhance the search for GxE. En ligne : http://dx.doi.org/10.1017/S0954579422000931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

School quality ratings are weak predictors of students' achievement and well-being / Sophie VON STUMM 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.339-348 Titre : School quality ratings are weak predictors of students' achievement and well-being Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.339-348 Langues : Anglais (eng) Mots-clés : Ofsted  School quality  educational achievement  school engagement  well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] School quality ratings are weak predictors of students' achievement and well-being [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur . - p.339-348. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348 Mots-clés : Ofsted  School quality  educational achievement  school engagement  well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years / Sophie VON STUMM in Development and Psychopathology, 36-3 (August 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-3 (August 2024) . - p.1479-1488 Titre : The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Margherita MALANCHINI, Auteur ; Helen L. FISHER, Auteur Article en page(s) : p.1479-1488 Langues : Anglais (eng) Mots-clés : adolescence  childhood  cross-lagged twin model  intelligence  p-factor Index. décimale : PER Périodiques Résumé : Intelligence and mental health are the core pillars of individual adaptation, growth, and opportunity. Here, we charted across childhood and adolescence the developmental interplay between the p-factor of psychopathology, which captures the experience of symptoms across the spectrum of psychiatric disorders, and the g-factor of general intelligence that describes the ability to think, reason, and learn.Our preregistered analyses included 7,433 twin pairs from the Twins Early Development Study (TEDS), who were born 1994 to 1996 in England and Wales. At the ages 7, 9, 12, and 16 years, the twins completed two to four intelligence tests, and multi-informant measures (i.e., self-, parent- and teacher-rated) of psychopathology were collected.Independent of their cross-sectional correlations, p- and g-factors were linked by consistent, bidirectional, and negative cross-lagged paths across childhood and adolescence (from ?.07 to ?.13 with 95% CIs from ?.03 to ?.15). The cross-lagged paths from intelligence to psychopathology were largely due to genetic influences, but the paths from psychopathology to intelligence were driven by environmental factors, and increasingly so with age.Our findings suggest that intelligence and psychopathology are developmentally intertwined due to fluctuating etiological processes. Understanding the interplay of g- and p-factors is key for improving children?s developmental outcomes. En ligne : https://dx.doi.org/10.1017/S095457942300069X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The developmental interplay between the p-factor of psychopathology and the g-factor of intelligence from age 7 through 16 years [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Margherita MALANCHINI, Auteur ; Helen L. FISHER, Auteur . - p.1479-1488. Langues : Anglais (eng) in Development and Psychopathology > 36-3 (August 2024) . - p.1479-1488 Mots-clés : adolescence  childhood  cross-lagged twin model  intelligence  p-factor Index. décimale : PER Périodiques Résumé : Intelligence and mental health are the core pillars of individual adaptation, growth, and opportunity. Here, we charted across childhood and adolescence the developmental interplay between the p-factor of psychopathology, which captures the experience of symptoms across the spectrum of psychiatric disorders, and the g-factor of general intelligence that describes the ability to think, reason, and learn.Our preregistered analyses included 7,433 twin pairs from the Twins Early Development Study (TEDS), who were born 1994 to 1996 in England and Wales. At the ages 7, 9, 12, and 16 years, the twins completed two to four intelligence tests, and multi-informant measures (i.e., self-, parent- and teacher-rated) of psychopathology were collected.Independent of their cross-sectional correlations, p- and g-factors were linked by consistent, bidirectional, and negative cross-lagged paths across childhood and adolescence (from ?.07 to ?.13 with 95% CIs from ?.03 to ?.15). The cross-lagged paths from intelligence to psychopathology were largely due to genetic influences, but the paths from psychopathology to intelligence were driven by environmental factors, and increasingly so with age.Our findings suggest that intelligence and psychopathology are developmentally intertwined due to fluctuating etiological processes. Understanding the interplay of g- and p-factors is key for improving children?s developmental outcomes. En ligne : https://dx.doi.org/10.1017/S095457942300069X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Using DNA to predict behaviour problems from preschool to adulthood / Agnieszka GIDZIELA in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)  

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