Disruptive Behavior and School Grades: Genetic and Environmental Relations in 11-Year-Olds

Autor/inn/en	Johnson, Wendy; McGue, Matt; Iacono, William G.
Titel	Disruptive Behavior and School Grades: Genetic and Environmental Relations in 11-Year-Olds
Quelle	In: Journal of Educational Psychology, 97 (2005) 3, S.391-405 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Environmental Influences; Grades (Scholastic); Genetics; Behavior Problems; Academic Ability; Academic Achievement; Attention Span; Intelligence Quotient; Preadolescents; Student Behavior; Minnesota + Suchen Sie Ihr Suchwort? Environmental influence; Umwelteinfluss; Notenspiegel; Humangenetik; Schulleistung; Intelligenzquotient; Pre-adolescence; Präadoleszenz; Student behaviour; Schülerverhalten
Abstract	Disruptive behavior may be associated with poor academic achievement due to covariance with attention problems and low IQ. Evidence is based on clinical samples and on associations between problem behaviors in young children and later achievement difficulties. The contemporaneous relations and their genetic and environmental influences have not been understood. Using the population-based Minnesota Twin Family Study, the authors observed this pattern of associations in 11-year-olds. About 75% of variance in latent inattention, ability, behavior, and school grades variables was genetic. Genetic influences on inattention and grades and on ability and grades were highly overlapping. Those on disruptive behavior were less closely related. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10