Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings from a Longitudinal Twin Study

Autor/inn/en	Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette; Girard, Alain; Perusse, Daniel; Tremblay, Richard E.
Titel	Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings from a Longitudinal Twin Study
Quelle	In: Child Development, 84 (2013) 3, S.1098-1114 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12019
Schlagwörter	Twins; Kindergarten; Genetics; Grade 1; Grade 4; Elementary School Students; Environmental Influences; Peer Relationship; Foreign Countries; Rejection (Psychology); Peer Acceptance; Victims; Age Differences; At Risk Persons; Student Attitudes; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Twin; Zwilling; Humangenetik; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Environmental influence; Umwelteinfluss; Peer-Beziehungen; Ausland; Ablehnung; Victim; Opfer; Age; Difference; Age difference; Altersunterschied; Risikogruppe; Schülerverhalten; Lehrerverhalten; Kanada
Abstract	This study assessed the genetic and environmental contributions to peer difficulties in the early school years. Twins' peer difficulties were assessed longitudinally in kindergarten (796 twins, "M"[subscript age] = 6.1 years), Grade 1 (948 twins, "M"[subscript age] = 7.1 years), and Grade 4 (868 twins, "M"[subscript age] = 10 years) through multiple informants. The multivariate results revealed that genetic factors accounted for a strong part of both yearly and stable peer difficulties. At the univariate level, the genetic contributions emerged progressively, as did a growing consensus among informants with respect to those who experienced peer difficulties. These results underline the need to intervene early and persistently, and to target the child and the peer context to prevent peer difficulties and their consequences. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10