Gene-environment processes linking aggression, peer victimization, and the teacher-child relationship.
Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression.
Department of Psychology, University of Quebec at Montreal, Montréal, QC, Canada. brendgen.mara@uqam.ca
Mara
M
Brendgen
Michel
M
Boivin
Ginette
G
Dionne
Edward D
ED
Barker
Frank
F
Vitaro
Alain
A
Girard
Richard
R
Tremblay
Daniel
D
Pérusse
D000374:Aggression / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D019548:Crime Victims / Q000523:psychology*; D004200:Diseases in Twins / Q000235:genetics* / Q000523:psychology*; D005178:Faculty; D005260:Female; D059647:Gene-Environment Interaction; D005819:Genetic Markers / Q000235:genetics; D006801:Humans; D007223:Infant; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D008960:Models, Psychological; D009010:Monte Carlo Method; D015999:Multivariate Analysis; D010379:Peer Group; D010641:Phenotype; D012917:Social Adjustment; D014429:Twins, Dizygotic / Q000235:genetics / Q000523:psychology; D014430:Twins, Monozygotic / Q000235:genetics / Q000523:psychology
D005819:Genetic Markers