侵略
心理学
同伴受害
发展心理学
人为因素与人体工程学
同级组
毒物控制
伤害预防
临床心理学
医疗急救
医学
作者
Mara Brendgen,Michel Boivin,Ginette Dionne,Edward D. Barker,Frank Vitaro,Alain Girard,Richard E. Tremblay,Daniel Pérusse
标识
DOI:10.1111/j.1467-8624.2011.01644.x
摘要
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.
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