Higher aggression is related to poorer academic performance in compulsory education.

Autor: Vuoksimaa E; Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland., Rose RJ; Department of Psychological & Brain Sciences, Indiana University, Bloomington, IN, USA., Pulkkinen L; Department of Psychology, University of Jyväskylä, Jyväskylä, Finland., Palviainen T; Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland., Rimfeld K; Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK., Lundström S; Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden., Bartels M; Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands., van Beijsterveldt C; Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands., Hendriks A; Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands., de Zeeuw EL; Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands., Plomin R; Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK., Lichtenstein P; Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden., Boomsma DI; Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands., Kaprio J; Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland.; Department of Public Health, University of Helsinki, Helsinki, Finland.
Jazyk: angličtina
Zdroj: Journal of child psychology and psychiatry, and allied disciplines [J Child Psychol Psychiatry] 2021 Mar; Vol. 62 (3), pp. 327-338. Date of Electronic Publication: 2020 May 31.
DOI: 10.1111/jcpp.13273
Abstrakt: Background: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education.
Method: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts).
Results: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects.
Conclusions: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs.
(© 2020 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.)
Databáze: MEDLINE
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