title: Transactional Links Between Teacher-Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score.
abstract: Throughout adolescence, there is an increase in rule-breaking behavior and a decrease in behavioral school engagement. The role of teacher-student relationship quality in the development of these adjustment problems remains understudied. This study examined how adolescent-reported teacher-student affiliation and dissatisfaction and parent-reported rule-breaking behavior and behavioral engagement impact one another throughout adolescence. In addition, we examined the moderating effect of genes by means of a Biologically Informed Multilocus genetic Profile Score (BIMPS), a composite score reflecting the cumulative effect of multiple dopaminergic genes, with a higher score indicating higher dopamine signaling in the adolescent brain. We used three-year longitudinal data from 1111 adolescents (51 % boys; M age = 13.79), and their parents. Cross-lagged analyses revealed a transactional process in which adolescents who display more rule-breaking behavior and less behavioral engagement experienced increased subsequent dissatisfaction with their teachers, which in turn further increased their adjustment problems. Also, adolescents with more adjustment problems experienced decreased subsequent affiliation with their teachers. The other way around, adolescents' behavioral engagement also benefitted from positive relationships with teachers. Multi-group analyses revealed genetic moderation for behavioral engagement, but not for rule-breaking. Specifically, adolescents who had a BIMPS score coding for moderate levels of dopamine signaling (instead of high or low signaling) were most affected in their behavioral engagement when they experienced dissatisfaction with their teachers. Our study findings may guide schools in implementing interventions to create a supportive class and school environment including positive, supportive teacher-student relationships and indicate that providing a such a supportive school environment is important for all adolescents.
authors.affiliation: Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium. steven.delaet@ppw.kuleuven.be.
authors.forename: Steven
authors.initials: S
authors.lastname: De Laet
authors.affiliation: Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
authors.forename: Hilde
authors.initials: H
authors.lastname: Colpin
authors.affiliation: Research Group for Parenting and Special Education, University of Leuven, Louvain, Belgium.
authors.forename: Karla
authors.initials: K
authors.lastname: Van Leeuwen
authors.affiliation: Research Group for Parenting and Special Education, University of Leuven, Louvain, Belgium.
authors.forename: Wim
authors.initials: W
authors.lastname: Van den Noortgate
authors.affiliation: Research Group for Psychiatry, Department of Neurosciences, University of Leuven, Louvain, Belgium.
authors.forename: Stephan
authors.initials: S
authors.lastname: Claes
authors.affiliation: Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
authors.forename: Annelies
authors.initials: A
authors.lastname: Janssens
authors.affiliation: Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
authors.forename: Luc
authors.initials: L
authors.lastname: Goossens
authors.affiliation: Research Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
authors.forename: Karine
authors.initials: K
authors.lastname: Verschueren
mesh_terms: D000076363:Academic Success; D000293:Adolescent; D000294:Adolescent Behavior / Q000502:physiology / Q000523:psychology*; D004298:Dopamine / Q000235:genetics*; D000066498:Emotional Adjustment / Q000502:physiology; D005260:Female; D059647:Gene-Environment Interaction; D005819:Genetic Markers; D005824:Genetics, Behavioral; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D010549:Personal Satisfaction; D012309:Risk-Taking; D000070777:School Teachers / Q000523:psychology*; D012574:Schools; D013334:Students / Q000523:psychology*
chemical_list: D005819:Genetic Markers; D004298:Dopamine
keywords: Adolescence; Cross-lagged analyses; Dopaminergic genes; Gene-environment interactions; Longitudinal; Rule-breaking behavior; School engagement; School functioning; Teacher-child relationships