6533b873fe1ef96bd12d4b1e
RESEARCH PRODUCT
Genetic and environmental sources of continuity and change in teacher-rated aggression during early adolescence
Lea PulkkinenJaakko KaprioRichard J. RoseRichard J. RoseElina Vierikkosubject
education.field_of_studyAggression05 social sciencesSocial changePopulationHuman factors and ergonomicsPoison control050109 social psychologyHeritabilitySuicide preventionDevelopmental psychologyArts and Humanities (miscellaneous)Injury preventionDevelopmental and Educational Psychologymedicine0501 psychology and cognitive sciencesmedicine.symptomPsychologyeducationGeneral Psychology050104 developmental & child psychologydescription
Genetic and environmental sources of continuity and change in aggression were studied in a sample of 1,041 twin pairs (364 monozygotic; 348 same-sex dizygotic; and 329 opposite-sex dizygotic) as part of an ongoing, population-based Finnish twin-family study. At ages 12 and 14, the twins' aggression was assessed by their classroom teachers, using a rating form of the Multidimensional Peer Nomination Inventory. Genetic and environmental sources of continuity and change were studied by fitting a longitudinal bivariate Cholesky decomposition model. Longitudinal model-fitting results indicated that both genetic and environmental factors influenced continuity in aggression during this 2-year period, but the age-to-age correlation of these factors differed by sex. Continuity in boys' aggression was mediated by genes and common environmental factors; in girls, in contrast, continuity was due primarily to common environmental, and to a lesser degree, unique environmental factors. Genes and unique environments contributed to change in aggression in both sexes. Language: en
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2006-01-01 | Aggressive Behavior |