Birthweight-Discordance and Differences in Early Parenting Relate to Monozygotic Twin Differences in Behaviour Problems and Academic Achievement at Age 7

Autor/inn/en	Asbury, Kathryn; Dunn, Judith F.; Plomin, Robert
Titel	Birthweight-Discordance and Differences in Early Parenting Relate to Monozygotic Twin Differences in Behaviour Problems and Academic Achievement at Age 7
Quelle	In: Developmental Science, 9 (2006) 2, (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2006.00469.x
Schlagwörter	Behavior Problems; Academic Achievement; Hyperactivity; Effect Size; Family Environment; Depression (Psychology); Body Weight; Twins; Child Behavior; Young Children; Longitudinal Studies; Correlation; Student Behavior; Anxiety; Peer Relationship; Predictor Variables; At Risk Persons; Parent Influence; Child Development + Suchen Sie Ihr Suchwort? Schulleistung; Hyperaktivität; Familienmilieu; Körpergewicht; Twin; Zwilling; Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Student behaviour; Schülerverhalten; Angst; Peer-Beziehungen; Prädiktor; Risikogruppe; Kindesentwicklung
Abstract	This longitudinal monozygotic (MZ) twin differences study explored associations between birthweight and early family environment and teacher-rated behaviour problems and academic achievement at age 7. MZ differences in anxiety, hyperactivity, conduct problems, peer problems and academic achievement correlated significantly with MZ differences in birthweight and early family environment, showing effect sizes of up to 2%. As predicted by earlier research, associations increased at the extremes of discordance, even in a longitudinal, cross-rater design, with effect sizes reaching as high as 12%. As with previous research some of these nonshared environmental (NSE) relationships appeared to operate partly as a function of SES, family chaos and maternal depression. Higher-risk families generally showed stronger negative associations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10