Lewis, Gary, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Plomin, Robert (2017) Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons. Journal of Child Psychology & Psychiatry. pp. 292-304. ISSN 1469-7610
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 mid-adolescence. 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 socio-affective development.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 The Authors. |
Keywords: | education,genetics,Longitudinal,twin study,behavior problems,SDQ,Education,Strengths and Difficulties Questionnaire,longitudinal,Conduct Disorder/etiology,Prognosis,Humans,Wales,Child, Preschool,England,Peer Group,Male,Educational Status,Social Behavior,Female,Child,Interpersonal Relations,Attention Deficit Disorder with Hyperactivity/etiology,Anxiety/etiology,Adolescent,Environment,Longitudinal Studies |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 10 Nov 2016 11:19 |
Last Modified: | 28 Oct 2024 00:56 |
Published Version: | https://doi.org/10.1111/jcpp.12655 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1111/jcpp.12655 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:107284 |
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Filename: Lewis_Asbury_Plomin_JCPP_R2_submitted_09.09.16.pdf
Description: Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons
Licence: CC-BY 2.5