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Ross HMA, Girard LC. Joint Developmental Trajectories of Conduct Problems and Hyperactivity/Inattention: Antecedent Risk Markers for Group Membership. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01614-w. [PMID: 37914982 DOI: 10.1007/s10578-023-01614-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/28/2023] [Indexed: 11/03/2023]
Abstract
This study investigated joint trajectories of conduct problems and hyperactivity/inattention from age three to nine in a cohort of 7,507 children in Ireland (50.3% males; 84.9% Irish). The parent-reported Strengths and Difficulties Questionnaire was used to collect information on conduct problems (CP) and hyperactivity/inattention (HI). Information regarding risk markers was collected when participants were nine-months-old via parent report and standardised assessments. Using a person-centred approach (i.e., group-based multi trajectory modelling), six trajectories were identified: no CP/low HI, low-stable CP/HI, low-declining CP/stable HI, desisting co-occurring CP/HI, pure-increasing HI, and high chronic co-occurring CP/HI. Specific risk markers for group membership included: male sex; birth complications; perceived difficult temperament; lower primary caregiver age and education level, and higher stress level; prenatal exposure to smoking, and indicators of lower socioeconomic status. Primary caregiver-child bonding and having siblings were protective markers against membership in elevated groups. Results suggest support for both 'pure' HI and co-occurring trajectories of CP and HI emerging in toddlerhood. However, no support was found for a 'pure' CP trajectory, which may support the suggestion that children on a persistent CP trajectory will have coexisting HI. Intervention efforts may benefit from starting early in life and targeting multiple risk markers in families with fewer resources.
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Dash GF, Karalunas SL, Kenyon EA, Carter EK, Mooney MA, Nigg JT, Feldstein Ewing SW. Gene-by-Environment Interaction Effects of Social Adversity on Externalizing Behavior in ABCD Youth. Behav Genet 2023; 53:219-231. [PMID: 36795263 PMCID: PMC9933005 DOI: 10.1007/s10519-023-10136-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Accepted: 02/01/2023] [Indexed: 02/17/2023]
Abstract
This study tested whether multiple domains of social adversity, including neighborhood opportunity/deprivation and life stress, moderate genetic (A), common environmental (C), and unique environmental (E) influences on externalizing behaviors in 760 same-sex twin pairs (332 monozygotic; 428 dizygotic) ages 10-11 from the ABCD Study. Proportion of C influences on externalizing behavior increased at higher neighborhood adversity (lower overall opportunity). A decreased and C and E increased at lower levels of educational opportunity. A increased at lower health-environment and social-economic opportunity levels. For life stress, A decreased and E increased with number of experienced events. Results for educational opportunity and stressful life experiences suggest a bioecological gene-environment interaction pattern such that environmental influences predominate at higher levels of adversity, whereas limited access to healthcare, housing, and employment stability may potentiate genetic liability for externalizing behavior via a diathesis-stress mechanism. More detailed operationalization of social adversity in gene-environment interaction studies is needed.
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Affiliation(s)
- Genevieve F Dash
- Department of Psychological Sciences, University of Missouri, 210 McAlester Hall, 320 S. 6th St. Columbia, 65211, Columbia, MO, USA.
| | - Sarah L Karalunas
- Department of Psychological Sciences, Purdue University, West Lafayette, IN, USA
| | - Emily A Kenyon
- Department of Psychology, University of Rhode Island, Kingston, RI, USA
| | - Emily K Carter
- Department of Psychology, University of Rhode Island, Kingston, RI, USA
| | - Michael A Mooney
- Department of Medical Informatics & Clinical Epidemiology, Oregon Health & Science University, Portland, OR, USA
| | - Joel T Nigg
- Department of Psychiatry, Oregon Health & Science University, Portland, OR, USA
| | - Sarah W Feldstein Ewing
- Department of Psychology, University of Rhode Island, Kingston, RI, USA
- MPI ABCD - Oregon Health & Science University (OHSU) Site, Portland, USA
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Jamnik MR, DiLalla LF. The impact of dopamine receptor D4, temperamental negativity, and household chaos on young twins' externalizing behaviors. Dev Psychobiol 2023; 65:e22387. [PMID: 37073589 DOI: 10.1002/dev.22387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 01/12/2023] [Accepted: 01/29/2023] [Indexed: 04/20/2023]
Abstract
Biological and genetic factors, as well as contextual influences, contribute to the etiology of externalizing behaviors in children and adolescents. The current project used a longitudinal design to examine how individual vulnerability for externalizing behavior is influenced by the interplay among biological/genetic and environmental factors, and how this occurs across development. We investigated the influence of dopamine receptor D4 genotype (DRD4), child temperament, and household chaos on children's externalizing behaviors using a sample of twins/triplets tested at the ages of 4 and 5 years (n = 229), including a subset of these who were tested again in middle childhood (ages 7-13 years; n = 174). Multilevel linear regression modeling demonstrated that the DRD4-7repeat genotype, 4-year-old negative affectivity, and household chaos at the age of 4 years were related to 5-year-old externalizing behaviors. Stability in externalizing behaviors from the age of 5 years to middle childhood was demonstrated. A significant interaction between DRD4 and household chaos showed that children with no 7-repeat DRD4 alleles had significantly higher levels of externalizing in homes with extremely low levels of parent-reported chaos, suggesting a "goodness-of-fit" pattern of gene-environment interaction. These findings suggest that risk for childhood externalizing behaviors is likely multifaceted and differs across developmental periods.
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Affiliation(s)
- Matthew R Jamnik
- Department of Behavioral Sciences, Flagler College, St. Augustine, Florida, USA
| | - Lisabeth Fisher DiLalla
- Department of Family and Community Medicine, Southern Illinois University School of Medicine, Carbondale, Illinois, USA
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Aldabbagh R, Glazebrook C, Sayal K, Daley D. Systematic Review and Meta-Analysis of the Effectiveness of Teacher Delivered Interventions for Externalizing Behaviors. JOURNAL OF BEHAVIORAL EDUCATION 2022:1-42. [PMID: 36093124 PMCID: PMC9440654 DOI: 10.1007/s10864-022-09491-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.
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Affiliation(s)
- R. Aldabbagh
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
- Special Education Department, Jeddah University, Jeddah, Saudi Arabia
| | - C. Glazebrook
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
| | - K. Sayal
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
| | - D. Daley
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
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Leigh E, Rimfeld K, Bowes L, Clark DM, Eley TC, Krebs G. Prospective associations between internalising symptoms and educational achievement in youth: A monozygotic twin differences study. J Affect Disord 2022; 307:199-205. [PMID: 35390354 DOI: 10.1016/j.jad.2022.03.073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 03/28/2022] [Accepted: 03/31/2022] [Indexed: 11/25/2022]
Abstract
BACKGROUND Educational achievement is an independent predictor of many life outcomes and so it is important to understand its causes and correlates. Internalising symptoms, encompassing anxiety and depression symptoms, are one candidate influence. METHODS Using a prospective and genetically-informative design, the present study investigated the associations between internalising symptoms and educational achievement, controlling for IQ at age 7 years and socioeconomic status, among participants of the Twin and Early Development Study (up to N = 10,791). Internalising symptoms were measured by the parent-rated Anxiety Related Behaviours Questionnaire (ages 7, 9, 16 years), and educational attainment were indexed by UK-wide standardized examination results at ages 16 and 18 years, and self-reported transition to university education. RESULTS Negative affect was the only internalising symptom subtype that was uniquely associated with academic underachievement at all timepoints, from mid-adolescence to early adulthood. The association between negative affect and achievement became non-significant when using MZ twin difference scores, suggesting that the majority of the relationship is accounted for by genetic and shared environmental effects. LIMITATIONS Limitations include the reliance on parent-reported internalising symptoms. CONCLUSIONS Negative affect in youth may be an important marker of later academic underachievement. Findings suggest that academic underachievement is not simply a consequence of the disruption caused by negative affect symptoms and therefore educational interventions may be required to optimise outcomes.
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Affiliation(s)
- Eleanor Leigh
- Department of Experimental Psychology, University of Oxford, Oxford, UK.
| | - Kaili Rimfeld
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - Lucy Bowes
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - David M Clark
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Thalia C Eley
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - Georgina Krebs
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK; University College London, Department of Clinical, Educational and Health Psychology, 1-19 Torrington Place, London, UK; National and Specialist OCD and Related Disorders Clinic for Young People, South London and Maudsley NHS Foundation Trust, London, UK
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Ma Y, Ma C, Lan X. A person-centered analysis of emotional-behavioral functioning profiles in adolescents: Associations with teacher autonomy support and growth mindset. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03163-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AbstractAnchored in the socio-ecological framework, the current study examined the association of teacher autonomy support with emotional-behavioral functioning profiles using a person-centered approach and investigated whether growth mindset and adolescents’ gender would moderate this association. To achieve these research objectives, this study involved 1741 adolescents (54.1% girls; Mage = 12.62; SD = 1.50) who were uniformly instructed to fill in a set of self-report questionnaires. Results based on latent profile analysis revealed four emotional-behavioral functioning profiles: primarily externalizing (6.2%), comorbid (32.9%), well-adjusted (53.7%), and high-risk (7.2%). Adolescents with high teacher autonomy support were more likely to be group members of the well-adjusted profile than the remaining three emotional-behavioral functioning profiles. Moreover, interaction analyses demonstrated that girls benefited more when teacher autonomy support and growth mindset were congruently high, whereas boys did not. The current findings suggest that teachers should be equipped with sufficient skills and training to maintain an autonomy-supportive classroom climate. Meanwhile, growth mindset intervention may develop into an integral part of the school’s activities to facilitate adolescents’ optimal emotional-behavioral functions, but distinctly gendered pathways for these activities should be carefully considered.
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Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211807. [PMID: 34831563 PMCID: PMC8617970 DOI: 10.3390/ijerph182211807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/07/2021] [Revised: 11/06/2021] [Accepted: 11/07/2021] [Indexed: 11/19/2022]
Abstract
School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.
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Goethals ER, Lemiere J, Snoek FJ, Casteels K, Luyckx K, de Wit M. Executive function mediates the link between externalizing behavior and HbA1c in children and adolescents with type 1 diabetes: A cross-national investigation. Pediatr Diabetes 2021; 22:503-510. [PMID: 33314616 DOI: 10.1111/pedi.13172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 09/14/2020] [Accepted: 11/11/2020] [Indexed: 01/09/2023] Open
Abstract
OBJECTIVE Externalizing behavior (i.e., conduct problems, hyperactivity) and executive function (EF) problems in children and adolescents with type 1 diabetes (T1D) have been associated with worse diabetes-related and psychosocial outcomes but have not been examined in relationship to each other. We aimed to examine whether externalizing behavior is associated with HbA1c and whether this relationship is mediated by EF problems, specifically metacognition (i.e., ability to initiate, plan, organize and monitor behavior) and behavioral regulation (i.e., impulse control, regulation of emotion and behavior). RESEARCH DESIGN AND METHODS Cohorts of Belgian and Dutch parents of children and adolescents (6-18 years) with T1D filled out questionnaires on externalizing behavior (Strengths and Difficulties Questionnaire; SDQ) and EF (Behavior Rating Inventory of Executive Function; BRIEF) composite scales. Treating physicians collected HbA1c values. Mediation analyses were performed separately for the BRIEF composite Metacognition and Behavior Regulation scales, correcting for age, sex and diabetes duration. RESULTS The 335 parents of children and adolescents with T1D (mean age 12.3 ± 2.8 SD; mean HbA1c 7.6% ± 1.1 SD [60 mmol/mol ± 12.0 SD]; mean diabetes duration 5.3 ± 3.6 SD; 49.6% female) participated. Analyses showed that the association between externalizing behavior and HbA1c is mediated by metacognition (ab path Point estimate = 0.05 BCa CI 95% 0.02-0.08), and not behavioral regulation. CONCLUSIONS Results uncovered the influence externalizing behavior may have on EF problems in the metacognition domain, which in turn seem to influence HbA1c. Clinicians should be mindful of these EF problems when working with children and adolescents displaying externalizing behavior, and not only target behavioral but also cognitive processes.
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Affiliation(s)
- Eveline R Goethals
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Harvard Medical School, Joslin Diabetes Center, Boston, Massachusetts, USA
| | - Jurgen Lemiere
- Pediatrics, University Hospitals Leuven, Leuven, Belgium
| | - Frank J Snoek
- Medical Psychology, Amsterdam Public Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | | | - Koen Luyckx
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Unit for Professional Training and Service in the Behavioural Sciences, University of the Free State, Bloemfontein, South Africa
| | - Maartje de Wit
- Medical Psychology, Amsterdam Public Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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Doering S, Lichtenstein P, Gillberg C, Kuja-Halkola R, Lundström S. Internalizing and neurodevelopmental problems in young people: Educational outcomes in a large population-based cohort of twins. Psychiatry Res 2021; 298:113794. [PMID: 33596506 DOI: 10.1016/j.psychres.2021.113794] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 02/04/2021] [Indexed: 01/20/2023]
Abstract
Adolescent internalizing problems such as anxiety and depression have been associated with subsequent educational underachievement. However, it has not been investigated if the association is accounted for by neurodevelopmental disorders (NDDs, i.e., attention-deficit/hyperactivity disorder, autism spectrum disorder, developmental coordination disorder, tic disorder, learning disorder). This study is the first to describe the relationship between internalizing problems at age 15 and educational outcomes in later adolescence while controlling for a wide range of NDDs in childhood, and applying a genetically sensitive design. We used the nation-wide population-based Child and Adolescent Twin Study in Sweden, comprising 4997 fifteen-year-old Swedish twins born between 1994 and 1998. Internalizing problems and NDDs were measured with parental report. Educational outcomes were merit rating and upper secondary education eligibility, retrieved from the National School Register. Internalizing problems at age 15 were found to be negatively associated with educational outcomes in later adolescence. Additive genetics accounted for 89% of the covariation between internalizing problems and merit rating, out of which roughly half were unique genetic effects of internalizing problems and the remaining half due to NDDs. In conclusion, internalizing problems form an important risk factor for subsequent educational underachievement, going beyond the risk conferred by childhood NDDs.
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Affiliation(s)
- Sabrina Doering
- Centre for Ethics, Law and Mental Health (CELAM), Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Sweden.
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Sweden
| | - Ralf Kuja-Halkola
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Sebastian Lundström
- Centre for Ethics, Law and Mental Health (CELAM), Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Sweden; Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Sweden
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Vuoksimaa E, Rose RJ, Pulkkinen L, Palviainen T, Rimfeld K, Lundström S, Bartels M, van Beijsterveldt C, Hendriks A, de Zeeuw EL, Plomin R, Lichtenstein P, Boomsma DI, Kaprio J. Higher aggression is related to poorer academic performance in compulsory education. J Child Psychol Psychiatry 2021; 62:327-338. [PMID: 32474928 DOI: 10.1111/jcpp.13273] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Revised: 04/30/2020] [Accepted: 05/04/2020] [Indexed: 12/27/2022]
Abstract
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.
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Affiliation(s)
- Eero Vuoksimaa
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland
| | - Richard J Rose
- Department of Psychological & Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Lea Pulkkinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Teemu Palviainen
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland
| | - Kaili Rimfeld
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Sebastian Lundström
- Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Meike Bartels
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | | | - Anne Hendriks
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Robert Plomin
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Jaakko Kaprio
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland
- Department of Public Health, University of Helsinki, Helsinki, Finland
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Panahandeh S, Poursharifi H, Dolatshahi B, Aghebati A. Psychometric Properties of the Farsi Version of Eyberg Child Behavior Inventory (F-ECBI) in Iranian Population. IRANIAN JOURNAL OF PSYCHIATRY 2020; 15:331-339. [PMID: 33240383 PMCID: PMC7610066 DOI: 10.18502/ijps.v15i4.4300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Objective: Eyberg Child Behavior Inventory (ECBI) is one of the most frequently used tools for measuring behavioral problems; however, no research has been done to evaluate its psychometric properties in Iran. Method: The present study sought for exploring the factor structure and psychometric properties of the F-ECBI in an Iranian sample. A total of 495 mothers (mean age = 33.83 years; SD = 4.78) who reported behavioral problems in their children aged 3 to 12 years (mean age = 6.36 years; SD = 2.66) were selected via convenience sampling in 2018-2019. The psychometric properties of F-ECBI, including reliability (Cronbach’s alpha) and validity (exploratory and confirmatory factor analysis, and convergent validity) were assessed using SPSS version 25 and LISREL 8.80. Results: By performing EFA on the first sample part (n = 360), the examination of scree plot supported a 3-factor or 4-factor solution, and pattern matrix resulted in a 3-factor structure. The factors were called as “behavioral problems related to oppositional defiant”, “behavioral problems related to inattentive”, and “behavioral problems related to conduct”, according to their content and the research. CFA was performed on the second part of the sample (n = 135) to test the fitness of the 3-factor solution. According to CFI (0.91), NFI (0.91), NNFI (0.90), IFI (0.91), PNFI (0.77), GFI (0.75) AGFI (0.70), PGFI (0.62) and chi-square (540.31) indexes, the model had acceptable fitness. Cronbach's alpha was employed to measure the internal consistency and it revealed to be at a good to excellent level (behavioral problems related to oppositional defiant = 0.88; behavioral problems related to inattentive = 0.84; behavioral problems related to conduct = 0.74). The 3-factors subscales were associated with total difficulties, internalizing and externalizing SDQ, indicating the good convergent validity of F-ECBI. Conclusion: The F-ECBI has good psychometric properties in Iran and can be employed as a useful instrument for measuring children's behavioral problems.
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Affiliation(s)
- Samiyeh Panahandeh
- Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Hamid Poursharifi
- Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Behrooz Dolatshahi
- Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Asma Aghebati
- Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran
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12
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Flores J, Caqueo-Urízar A, Ramírez C, Arancio G, Cofré JP. Locus of Control, Self-Control, and Gender as Predictors of Internalizing and Externalizing Problems in Children and Adolescents in Northern Chile. Front Psychol 2020; 11:2015. [PMID: 32903499 PMCID: PMC7437181 DOI: 10.3389/fpsyg.2020.02015] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Accepted: 07/20/2020] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND Both the control that people attribute to themselves over a situation (locus of control) and the control they attribute to themselves (self-control) have been proposed as aspects that can have an effect on internalizing problems in young people. There is little evidence of this relationship in the infantile-juvenile population in Latin America. OBJECTIVE To establish whether there is a significant predictive relationship of locus of control and self-control over internalizing and externalizing problems in the infantile-juvenile population, both at a general level and dimension-specific. These include depression, anxiety, social anxiety, somatic complaints, and post-traumatic stress. METHODS A cross-sectional-correlational study was carried out to establish if there was a possible predictive relationship in 3,664 schoolchildren of both primary (4th-6th grade) and secondary (7th-12th grade) in northern Chile, using the short version of the Nowicki-Strickland scale to measure locus of control, the Tangney scale to measure self-control, and the Child and Adolescent Evaluation System (SENA) to measure the dimensions of internalized problems. HYPOTHESES (1) Greater self-control is associated with lower levels of internalizing and externalizing problems. (2) Higher external locus of control is associated with higher levels of internalizing and externalizing problems. (3) Self-control, locus of control, and gender can together significantly predict each of the internalizing and externalizing problems. RESULTS Evidence is found to support the first two hypotheses fully and partially support the third, since gender did not function as a predictor in all models. CONCLUSION The results confirm previous international research in that both locus of control and self-control appear to have a significant influence on internalizing and externalizing problems. Implications for mental health promotion in this population are discussed.
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Affiliation(s)
- Jerome Flores
- Escuela de Psicología y Filosofía, Universidad de Tarapacá and Centro de Justicia Educacional, Arica, Chile
| | | | - Cristián Ramírez
- Escuela de Psicología y Filosofía, Universidad de Tarapacá and Centro de Justicia Educacional, Arica, Chile
| | - Giaela Arancio
- Escuela de Psicología y Filosofía, Universidad de Tarapacá and Centro de Justicia Educacional, Arica, Chile
| | - Juan Pablo Cofré
- Escuela de Psicología y Filosofía, Universidad de Tarapacá and Centro de Justicia Educacional, Arica, Chile
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USTA MB, KARABEKİROGLU K, AYDIN M, ŞAHİN B, Bozkurt A, KARAOSMAN T, ARAL A, DUMAN KURT A, KESİM N, SAHİN İ. The predictive social and emotional measures in toddlerhood for psychiatric morbidity in adolescence. KONURALP TIP DERGISI 2020. [DOI: 10.18521/ktd.481924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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14
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Quistberg KA, Mueller U. Prospective relations between kindergarteners’ executive function skills and their externalizing and internalizing behaviors. Clin Neuropsychol 2019; 34:845-862. [DOI: 10.1080/13854046.2019.1591510] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Affiliation(s)
- Kirsten A. Quistberg
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
| | - Ulrich Mueller
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
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15
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Li M, Li Y, Sun J, Shao D, Yang Q, Cao F. Variability of ecological executive function in children and adolescents genetically at high risk for schizophrenia: a latent class analysis. Eur Child Adolesc Psychiatry 2019; 28:237-245. [PMID: 29802516 DOI: 10.1007/s00787-018-1168-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 05/15/2018] [Indexed: 11/26/2022]
Abstract
Executive impairments have been observed both in patients with schizophrenia and in their unaffected first-degree relatives. Very few studies have investigated neurocognitive subgroups in unaffected first-degree relatives and in healthy participants using data-driven methods. The study included a high-risk group consisting of 100 unaffected young offspring and siblings of patients with schizophrenia and 198 healthy controls, all aged between 9 and 23 years. Executive function, victimization, and emotional and behavioral problems of participants were assessed by a series of self-report scales. Neurocognitive subgroups were investigated using latent class analysis of executive function measures. Four neurocognitive clusters were identified: a good performance cluster, a good self-control cluster, a low self-control cluster, and a severe impairment cluster. Participants in severe impaired executive function cluster reported a significantly higher level of victimization and had more prominent emotional and behavioral problems than the good performance cluster. Neurocognitive differences between high-risk young people and healthy controls were driven by individuals who have severe and global, rather than selective, executive deficits. Our results may provide clues to an explanation of the mechanisms behind executive impairments in young individuals at genetic risk and help to identify new targets for early interventions.
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Affiliation(s)
- Meng Li
- School of Nursing, Shandong University, No. 44 Wenhua Xi Road, Jinan, 250012, Shandong, People's Republic of China
| | - Yang Li
- School of Nursing, University of Michigan, Ann Arbor, MI, USA
| | - Jiwei Sun
- School of Nursing, Shandong University, No. 44 Wenhua Xi Road, Jinan, 250012, Shandong, People's Republic of China
| | - Di Shao
- School of Nursing, Shandong University, No. 44 Wenhua Xi Road, Jinan, 250012, Shandong, People's Republic of China
| | - Qianqian Yang
- School of Nursing, Shandong University, No. 44 Wenhua Xi Road, Jinan, 250012, Shandong, People's Republic of China
| | - Fenglin Cao
- School of Nursing, Shandong University, No. 44 Wenhua Xi Road, Jinan, 250012, Shandong, People's Republic of China.
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16
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DeVries JM, Rathmann K, Gebhardt M. How Does Social Behavior Relate to Both Grades and Achievement Scores? Front Psychol 2018; 9:857. [PMID: 29915549 PMCID: PMC5994475 DOI: 10.3389/fpsyg.2018.00857] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Accepted: 05/14/2018] [Indexed: 11/13/2022] Open
Abstract
Prosocial behavior and peer problems are an important correlate of academic development; however, these effects vary by achievement measures and social behaviors. In this paper, we examined data from the German National Education Panel Study (NEPS), and we use structural equation modeling (SEM) to model the effects of prosocial behavior and peer problems on grades and competencies for both math (n = 3,310) and reading (n = 3,308) in grades 5 and 7. Our models account for the moderating effect of both gender and socioeconomic status (SES) as determined by parental education. We conclude that social behaviors relate to grades more strongly than competencies, that peer problems relate more strongly to achievement than prosocial behavior, and that the relationship is weaker in later grades. We discuss the implication that grades and achievement tests are not interchangeable measures for educators and researchers.
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Affiliation(s)
- Jeffrey M DeVries
- Faculty of Rehabilitation Sciences, Technische Universität Dortmund, Dortmund, Germany
| | - Katharina Rathmann
- Faculty of Rehabilitation Sciences, Technische Universität Dortmund, Dortmund, Germany
| | - Markus Gebhardt
- Faculty of Rehabilitation Sciences, Technische Universität Dortmund, Dortmund, Germany
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17
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Sabatello M. A Genomically Informed Education System? Challenges for Behavioral Genetics. THE JOURNAL OF LAW, MEDICINE & ETHICS : A JOURNAL OF THE AMERICAN SOCIETY OF LAW, MEDICINE & ETHICS 2018; 46:130-144. [PMID: 29805246 PMCID: PMC5967657 DOI: 10.1177/1073110518766027] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The exponential growth of genetic knowledge and precision medicine research raises hopes for improved prevention, diagnosis, and treatment options for children with behavioral and psychiatric conditions. Although well-intended, this prospect also raise the possibility-and concern-that behavioral, including psychiatric genetic data would be increasingly used-or misused-outside the clinical context, such as educational settings. Indeed, there are ongoing calls to endorse a "personalized education" model that would tailor educational interventions to children's behavioral and psychiatric genetic makeup. This article explores the justifications for, and prospects and pitfalls of such endeavors. It considers the scientific challenges and highlights the ethical, legal, and social issues that will likely arise should behavioral genetic data become available (or be perceived as such) and are routinely incorporated in student education records. These include: when to disclose students' behavioral and psychiatric genetic profile; whose genomic privacy is protected and by whom; and how students' genetic data may affect education-related decisions. I argue that the introduction of behavioral genetics in schools may overshadow the need to address underlying structural and environmental factors that increase the risk for psychiatric conditions of all students, and that the unregulated use of student behavioral genetic profiles may lead to unintended consequences that are detrimental for individuals, families and communities. Relevant stakeholders-from parents and students to health professionals, educators, and policy-makers-ought to consider these issues before we forge ahead with a genomically informed education system.
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Affiliation(s)
- Maya Sabatello
- Assistant Professor of Clinical Bioethics and Co-Director, Precision Medicine: Ethics, Politics, and Culture Project, Department of Psychiatry, Columbia University
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18
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Lewis GJ. Early-Childhood Conduct Problems Predict Economic and Political Discontent in Adulthood: Evidence From Two Large, Longitudinal UK Cohorts. Psychol Sci 2018; 29:711-722. [PMID: 29451460 DOI: 10.1177/0956797617742159] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Longstanding interest has been directed toward the etiology of sociopolitical attitudes. Personality traits have been posited as antecedents; however, most work addressing such links has been limited to cross-sectional study designs. The current study used data from two large (both Ns > 8,700), longitudinal cohorts of individuals from the United Kingdom who were parent-assessed on a measure of temperament (assessing anxiety, conduct problems, and hyperactivity) at age 5 or 7 years and on a range of sociopolitical attitudes at age 30 or 33 years. In both cohorts, higher levels of childhood conduct problems predicted higher levels of economic and political discontent in adulthood. These associations were still evident when controlling for sex, childhood intelligence, and parental social class. In both cohorts, this pathway was partially mediated by educational attainment and achieved social class. These findings are consistent with the perspective that early-life temperament gives rise to adult political sentiment.
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Affiliation(s)
- Gary J Lewis
- Department of Psychology, Royal Holloway, University of London
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