Hyperactivity in Childhood as a Predictor of School Performance in Elementary School: Modifying Effect of a Serotonin Receptor Gene (5-HTR2A)

Autor/inn/en	Pulkki-Raback, Laura; Pullmann, Helle; Hintsanen, Mirka; Alatupa, Saija; Ravaja, Niklas; Lehtimaki, Terho; Keltikangas-jarvinen, Liisa
Titel	Hyperactivity in Childhood as a Predictor of School Performance in Elementary School: Modifying Effect of a Serotonin Receptor Gene (5-HTR2A)
Quelle	In: Electronic Journal of Research in Educational Psychology, 8 (2010) 3, S.971-990 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Grade Point Average; Educational Objectives; Outcomes of Education; Academic Achievement; Hyperactivity; Sensitivity Training; Personality; Foreign Countries; Genetics; Predictor Variables; Personality Traits; Biochemistry; Elementary School Students; Correlation; Risk + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Hyperaktivität; Sensitivitätstraining; Personalität; Ausland; Humangenetik; Prädiktor; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Biochemie; Korrelation; Risiko
Abstract	Introduction: Genes have been suggested to interact with predictors of school performance, but evidence is scarce. The purpose was to examine whether a hyperactive temperament leads to different school performance, depending on variability in a serotonin receptor gene (5-HTR2A). Method: The participants were a population-based sample of 909 girls and boys in Finland aged 3-12 when their mothers rated them on the temperament dimension activity (low in activity, average in activity, or restless/hyperactive). Genomic DNA was extracted from peripheral blood samples. There were three 5-HTR2A allelic groups: T/T, T/C, and C/C. School performance was measured by grade point averages (GPA) in elementary school at the age of 12. Results: The general linear model revealed a significant interaction between activity and the 5-HTR2A polymorphism (p=0.019). High activity predicted lower GPA in the T/T genotype (b=-0.25, p=0.003), and to some extent in the C/C genotype (b=-0.14, p=0.002) while no association between temperament and GPA was found in carriers of the T/C genotype (b=0.03, p=0.600). The T/T group with high activity has poorest GPAs compared to the other allelic groups. Conclusion: A temperament characteristic that is traditionally considered as risky may have different educational outcomes, depending on genetic vulnerability. The social or biological mechanisms whereby genes may moderate educational outcomes should be studied further. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10