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Adolescent sleep quality and quantity and educational attainment: a test of multiple mechanisms using sibling difference models / Jinho KIM in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)
[article]
Titre : Adolescent sleep quality and quantity and educational attainment: a test of multiple mechanisms using sibling difference models Type de document : Texte imprimé et/ou numérique Auteurs : Jinho KIM, Auteur ; Gum-Ryeong PARK, Auteur ; Angelina R. SUTIN, Auteur Article en page(s) : p.1644-1657 Langues : Anglais (eng) Mots-clés : Adult Male Female Adolescent Humans Siblings Longitudinal Studies Sleep Quality Educational Status Sleep Wake Disorders Sleep educational attainment gender life course multiple mechanisms sibling fixed effects Index. décimale : PER Périodiques Résumé : OBJECTIVE: The objective of this study is to determine whether and how sleep quality and quantity during adolescence are related to educational attainment in adulthood. This study also investigates whether this relationship varies by gender. METHODS: Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment. RESULTS: Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b=-0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b=-0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls. CONCLUSIONS: The study's finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1644-1657[article] Adolescent sleep quality and quantity and educational attainment: a test of multiple mechanisms using sibling difference models [Texte imprimé et/ou numérique] / Jinho KIM, Auteur ; Gum-Ryeong PARK, Auteur ; Angelina R. SUTIN, Auteur . - p.1644-1657.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1644-1657
Mots-clés : Adult Male Female Adolescent Humans Siblings Longitudinal Studies Sleep Quality Educational Status Sleep Wake Disorders Sleep educational attainment gender life course multiple mechanisms sibling fixed effects Index. décimale : PER Périodiques Résumé : OBJECTIVE: The objective of this study is to determine whether and how sleep quality and quantity during adolescence are related to educational attainment in adulthood. This study also investigates whether this relationship varies by gender. METHODS: Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment. RESULTS: Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b=-0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b=-0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls. CONCLUSIONS: The study's finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study / Fartein Ask TORVIK in Journal of Child Psychology and Psychiatry, 61-9 (September 2020)
[article]
Titre : Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Fartein Ask TORVIK, Auteur ; Espen Moen EILERTSEN, Auteur ; Tom A. MCADAMS, Auteur ; Kristin GUSTAVSON, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Ragnhild BRANDLISTUEN, Auteur ; Line C. GJERDE, Auteur ; Alexandra HAVDAHL, Auteur ; Camilla STOLTENBERG, Auteur ; Helga ASK, Auteur ; Eivind YSTROM, Auteur Article en page(s) : p.1009-1018 Langues : Anglais (eng) Mots-clés : Attention deficit hyperactivity disorder MoBa academic problems depression educational attainment Index. décimale : PER Périodiques Résumé : BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are due to shared genetic factors, shared family environmental factors, or effects of the parental phenotype educational attainment itself. METHODS: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample comprised 34,958 children (17,128 girls) in 28,372 extended-family units. We used data from related nuclear families linked by siblings in the parent generation. We applied a quasi-experimental extended children-of-twins design that included siblings in both generations and took account of nonrandom mating by including partners. Educational attainment was self-reported by mothers and fathers. Mothers reported children's symptoms of ADHD, symptoms of depression, and academic problems by questionnaire when the children were 8 years old. RESULTS: Children of lowly educated parents scored higher on all outcomes and had an approximate doubling of the risk of high symptom levels. The association between maternal and paternal educational attainment and child symptoms of ADHD and academic problems persisted after controlling for shared genetic and family environmental factors. Phenotypic transmission to depression was weaker and in the best fitting model fully explained by genetic factors shared by the two generations. CONCLUSIONS: Associations between educational attainment of mothers and fathers and child symptoms of ADHD and academic problems could not be ascribed to shared familial risk factors, whereas associations with symptoms of depression could. Parental education or resources and behaviors resulting from low education might be targets of interventions aimed at reducing symptoms of ADHD and academic problems. En ligne : http://dx.doi.org/10.1111/jcpp.13197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Child Psychology and Psychiatry > 61-9 (September 2020) . - p.1009-1018[article] Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study [Texte imprimé et/ou numérique] / Fartein Ask TORVIK, Auteur ; Espen Moen EILERTSEN, Auteur ; Tom A. MCADAMS, Auteur ; Kristin GUSTAVSON, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Ragnhild BRANDLISTUEN, Auteur ; Line C. GJERDE, Auteur ; Alexandra HAVDAHL, Auteur ; Camilla STOLTENBERG, Auteur ; Helga ASK, Auteur ; Eivind YSTROM, Auteur . - p.1009-1018.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-9 (September 2020) . - p.1009-1018
Mots-clés : Attention deficit hyperactivity disorder MoBa academic problems depression educational attainment Index. décimale : PER Périodiques Résumé : BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are due to shared genetic factors, shared family environmental factors, or effects of the parental phenotype educational attainment itself. METHODS: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample comprised 34,958 children (17,128 girls) in 28,372 extended-family units. We used data from related nuclear families linked by siblings in the parent generation. We applied a quasi-experimental extended children-of-twins design that included siblings in both generations and took account of nonrandom mating by including partners. Educational attainment was self-reported by mothers and fathers. Mothers reported children's symptoms of ADHD, symptoms of depression, and academic problems by questionnaire when the children were 8 years old. RESULTS: Children of lowly educated parents scored higher on all outcomes and had an approximate doubling of the risk of high symptom levels. The association between maternal and paternal educational attainment and child symptoms of ADHD and academic problems persisted after controlling for shared genetic and family environmental factors. Phenotypic transmission to depression was weaker and in the best fitting model fully explained by genetic factors shared by the two generations. CONCLUSIONS: Associations between educational attainment of mothers and fathers and child symptoms of ADHD and academic problems could not be ascribed to shared familial risk factors, whereas associations with symptoms of depression could. Parental education or resources and behaviors resulting from low education might be targets of interventions aimed at reducing symptoms of ADHD and academic problems. En ligne : http://dx.doi.org/10.1111/jcpp.13197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Polygenic scores for schizophrenia and educational attainment are associated with behavioural problems in early childhood in the general population / Philip R. JANSEN in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)
[article]
Titre : Polygenic scores for schizophrenia and educational attainment are associated with behavioural problems in early childhood in the general population Type de document : Texte imprimé et/ou numérique Auteurs : Philip R. JANSEN, Auteur ; Tinca J. C. POLDERMAN, Auteur ; Koen BOLHUIS, Auteur ; Jan VAN DER ENDE, Auteur ; Vincent W.V. JADDOE, Auteur ; Frank C. VERHULST, Auteur ; Tonya WHITE, Auteur ; Daniëlle POSTHUMA, Auteur ; Henning TIEMEIER, Auteur Article en page(s) : p.39-47 Langues : Anglais (eng) Mots-clés : Polygenic scores psychiatric disorders educational attainment childhood behaviour Index. décimale : PER Périodiques Résumé : Background Genome-wide association studies in adults have identified numerous genetic variants related to psychiatric disorders and related traits, such as schizophrenia and educational attainment. However, the effects of these genetic variants on behaviour in the general population remain to be fully understood, particularly in younger populations. We investigated whether polygenic scores of five psychiatric disorders and educational attainment are related to emotional and behaviour problems during early childhood. Methods From the Generation R Study, we included participants with available genotype data and behavioural problems measured with the Child Behavior Checklist (CBCL) at the age of 3 (n = 1,902), 6 (n = 2,202) and 10 years old (n = 1,843). Polygenic scores were calculated for five psychiatric disorders and educational attainment. These polygenic scores were tested for an association with the broadband internalizing and externalizing problem scales and the specific CBCL syndrome scale scores. Results Analysis of the CBCL broadband scales showed that the schizophrenia polygenic score was associated with significantly higher internalizing scores at 3, 6 and 10 years and higher externalizing scores at age 3 and 6. The educational attainment polygenic score was associated with lower externalizing scores at all time points and lower internalizing scores at age 3. No associations were observed for the polygenic scores of bipolar disorder, major depressive disorder and autism spectrum disorder. Secondary analyses of specific syndrome scores showed that the schizophrenia polygenic score was strongly related to the Thought Problems scores. A negative association was observed between the educational attainment polygenic score and Attention Problems scores across all age groups. Conclusions Polygenic scores for adult psychiatric disorders and educational attainment are associated with variation in emotional and behavioural problems already at a very early age. En ligne : http://dx.doi.org/10.1111/jcpp.12759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327
in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.39-47[article] Polygenic scores for schizophrenia and educational attainment are associated with behavioural problems in early childhood in the general population [Texte imprimé et/ou numérique] / Philip R. JANSEN, Auteur ; Tinca J. C. POLDERMAN, Auteur ; Koen BOLHUIS, Auteur ; Jan VAN DER ENDE, Auteur ; Vincent W.V. JADDOE, Auteur ; Frank C. VERHULST, Auteur ; Tonya WHITE, Auteur ; Daniëlle POSTHUMA, Auteur ; Henning TIEMEIER, Auteur . - p.39-47.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.39-47
Mots-clés : Polygenic scores psychiatric disorders educational attainment childhood behaviour Index. décimale : PER Périodiques Résumé : Background Genome-wide association studies in adults have identified numerous genetic variants related to psychiatric disorders and related traits, such as schizophrenia and educational attainment. However, the effects of these genetic variants on behaviour in the general population remain to be fully understood, particularly in younger populations. We investigated whether polygenic scores of five psychiatric disorders and educational attainment are related to emotional and behaviour problems during early childhood. Methods From the Generation R Study, we included participants with available genotype data and behavioural problems measured with the Child Behavior Checklist (CBCL) at the age of 3 (n = 1,902), 6 (n = 2,202) and 10 years old (n = 1,843). Polygenic scores were calculated for five psychiatric disorders and educational attainment. These polygenic scores were tested for an association with the broadband internalizing and externalizing problem scales and the specific CBCL syndrome scale scores. Results Analysis of the CBCL broadband scales showed that the schizophrenia polygenic score was associated with significantly higher internalizing scores at 3, 6 and 10 years and higher externalizing scores at age 3 and 6. The educational attainment polygenic score was associated with lower externalizing scores at all time points and lower internalizing scores at age 3. No associations were observed for the polygenic scores of bipolar disorder, major depressive disorder and autism spectrum disorder. Secondary analyses of specific syndrome scores showed that the schizophrenia polygenic score was strongly related to the Thought Problems scores. A negative association was observed between the educational attainment polygenic score and Attention Problems scores across all age groups. Conclusions Polygenic scores for adult psychiatric disorders and educational attainment are associated with variation in emotional and behavioural problems already at a very early age. En ligne : http://dx.doi.org/10.1111/jcpp.12759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment / Lianne J. WOODWARD in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
[article]
Titre : Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment Type de document : Texte imprimé et/ou numérique Auteurs : Lianne J. WOODWARD, Auteur ; David M. FERGUSSON, Auteur Année de publication : 2000 Article en page(s) : p.191-201 Langues : Anglais (eng) Mots-clés : Child Behaviour Checklist educational attainment longitudinal studies peer relationships schizophrenia unemployment Index. décimale : PER Périodiques Résumé : This paper examines relations between the extent of children's peer relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early peer relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early peer relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early peer problems. Second, problematic peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early peer problems. Results highlight the importance of childhood peer relationships for academic and occupational success. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.191-201[article] Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment [Texte imprimé et/ou numérique] / Lianne J. WOODWARD, Auteur ; David M. FERGUSSON, Auteur . - 2000 . - p.191-201.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.191-201
Mots-clés : Child Behaviour Checklist educational attainment longitudinal studies peer relationships schizophrenia unemployment Index. décimale : PER Périodiques Résumé : This paper examines relations between the extent of children's peer relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early peer relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early peer relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early peer problems. Second, problematic peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early peer problems. Results highlight the importance of childhood peer relationships for academic and occupational success. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Maternal Age and Educational and Psychosocial Outcomes in Early Adulthood / David M. FERGUSSON in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : Maternal Age and Educational and Psychosocial Outcomes in Early Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : David M. FERGUSSON, Auteur ; Lianne J. WOODWARD, Auteur Année de publication : 1999 Article en page(s) : p.479-489 Langues : Anglais (eng) Mots-clés : Educational attainment family factors longitudinal studies parenting teenage mothers psychosocial disorders Index. décimale : PER Périodiques Résumé : The relationships between maternal age (at birth) and educational and psychosocial outcomes at age 18 were examined in a birth cohort of 1025 New Zealand children. This analysis indicated the presence of consistent tendencies for increasing maternal age to be associated with declining risks of educational underachievement, juvenile crime, substance misuse, and mental health problems. Children with teenage mothers had risks of later adverse outcomes that were 1.5 to 8.9 times higher than the risks for offspring of mothers aged over 30. Subsequent analyses revealed that the associations between maternal age and later educational and psychosocial outcomes were largely, but not wholly, explained by associations between maternal age and the child-rearing practices and home environments experienced by children. In general, increasing maternal age tended to be associated with more nurturant, supportive, and stable home environments. In turn, these linkages between maternal and childhood environment explained most of the association between maternal age and later outcomes. The theoretical and applied implications of these results are considered. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.479-489[article] Maternal Age and Educational and Psychosocial Outcomes in Early Adulthood [Texte imprimé et/ou numérique] / David M. FERGUSSON, Auteur ; Lianne J. WOODWARD, Auteur . - 1999 . - p.479-489.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.479-489
Mots-clés : Educational attainment family factors longitudinal studies parenting teenage mothers psychosocial disorders Index. décimale : PER Périodiques Résumé : The relationships between maternal age (at birth) and educational and psychosocial outcomes at age 18 were examined in a birth cohort of 1025 New Zealand children. This analysis indicated the presence of consistent tendencies for increasing maternal age to be associated with declining risks of educational underachievement, juvenile crime, substance misuse, and mental health problems. Children with teenage mothers had risks of later adverse outcomes that were 1.5 to 8.9 times higher than the risks for offspring of mothers aged over 30. Subsequent analyses revealed that the associations between maternal age and later educational and psychosocial outcomes were largely, but not wholly, explained by associations between maternal age and the child-rearing practices and home environments experienced by children. In general, increasing maternal age tended to be associated with more nurturant, supportive, and stable home environments. In turn, these linkages between maternal and childhood environment explained most of the association between maternal age and later outcomes. The theoretical and applied implications of these results are considered. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Book Reviews in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
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