Externalizing Problems in Childhood and Adolescence Predict Subsequent Educational Achievement but for Different Genetic and Environmental Reasons

Autor/inn/en	Lewis, Gary J.; Asbury, Kathryn; Plomin, Robert
Titel	Externalizing Problems in Childhood and Adolescence Predict Subsequent Educational Achievement but for Different Genetic and Environmental Reasons
Quelle	In: Journal of Child Psychology and Psychiatry, 58 (2017) 3, S.292-304 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12655
Schlagwörter	Behavior Problems; Academic Achievement; Prediction; Peer Relationship; Longitudinal Studies; Twins; Genetics; Environmental Influences; Hyperactivity; Child Behavior; Parent Attitudes; Anxiety; Adolescents; Young Children; Innovation; Social Development; Affective Behavior; Screening Tests; Questionnaires; Foreign Countries; Statistical Analysis; United Kingdom (England); United Kingdom (Wales); Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Vorhersage; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Twin; Zwilling; Humangenetik; Environmental influence; Umwelteinfluss; Hyperaktivität; Elternverhalten; Angst; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Frühe Kindheit; Soziale Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Screening-Verfahren; Fragebogen; Ausland; Statistische Analyse
Abstract	Background: Childhood behavior problems predict subsequent educational achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for educational achievement from childhood to adolescence. Methods: We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of educational achievement at age 16 using a longitudinal classical twin design. Results: Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted educational achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted educational achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4. Conclusions: These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict educational achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent educational achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01