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

被引：33

作者：

Boivin, Michel ^{[1
]}

Brendgen, Mara ^{[2
]}

Vitaro, Frank ^{[3
]}

Dionne, Ginette ^{[1
]}

Girard, Alain ^{[3
]}

Perusse, Daniel ^{[3
]}

Tremblay, Richard E. ^{[3
,4
]}

机构：

[1] Univ Laval, Ste Foy, PQ G1V 0A6, Canada

[2] Univ Quebec, Montreal, PQ H3C 3P8, Canada

[3] Univ Montreal, Montreal, PQ H3C 3J7, Canada

[4] Univ Coll Dublen, Dublin, Ireland

来源：

CHILD DEVELOPMENT | 2013年 / 84卷 / 03期

基金：

加拿大健康研究院;

关键词：

BULLY VICTIM PROBLEMS; ENVIRONMENTAL-INFLUENCES; GENDER-DIFFERENCES; SOCIAL-STATUS; PSYCHOLOGICAL ADJUSTMENT; ANTISOCIAL-BEHAVIOR; YOUNG ADOLESCENTS; VICTIMIZATION; AGGRESSION; CHILDREN;

D O I：

10.1111/cdev.12019

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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, Mage = 6.1years), Grade 1 (948 twins, Mage = 7.1years), and Grade 4 (868 twins, Mage = 10years) 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.

引用

页码：1098 / 1114

页数：17

共 69 条

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