A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Higher aggression is related to poorer academic performance in compulsory education (2021)


Vuoksimaa, E., Rose, R. J., Pulkkinen, L., Palviainen, T., Rimfeld, K., Lundström, S., Bartels, M., van Beijsterveldt, C., Hendriks, A., de Zeeuw, E. L., Plomin, R., Lichtenstein, P., Boomsma, D. I., & Kaprio, J. (2021). Higher aggression is related to poorer academic performance in compulsory education. Journal of Child Psychology and Psychiatry, 62(3), 327-338. https://doi.org/10.1111/jcpp.13273


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Vuoksimaa, Eero; Rose, Richard J.; Pulkkinen, Lea; Palviainen, Teemu; Rimfeld, Kaili; Lundström, Sebastian; Bartels, Meike; van Beijsterveldt, Catharina; Hendriks, Anne; de Zeeuw, Eveline L.; et al.

Lehti tai sarja: Journal of Child Psychology and Psychiatry

ISSN: 0021-9630

eISSN: 1469-7610

Julkaisuvuosi: 2021

Volyymi: 62

Lehden numero: 3

Artikkelin sivunumerot: 327-338

Kustantaja: Wiley-Blackwell

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1111/jcpp.13273

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/69712


Tiivistelmä

Background
To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education.
Method
We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene‐environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7–16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self‐reports. Academic performance was measured with teacher‐rated grade point averages (ages 12–14) or standardized test scores (ages 12–16). Random effect meta‐analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self‐ratings (in three cohorts).
Results
All between‐family analyses indicated significant negative aggression–academic performance associations with correlations ranging from −.06 to −.33. Results were similar across different ages, instruments and raters and either with teacher‐rated grade point averages or standardized test scores as measures of academic performance. Meta‐analytical r ’s were −.20 and −.23 for parental and self‐ratings, respectively. In within‐family analyses of all twin pairs, the negative aggression–academic performance associations were statistically significant in 14 out of 17 analyses (r = −.17 for parental‐ and r = −.16 for self‐ratings). Separate analyses in monozygotic (r = −.07 for parental and self‐ratings), same‐sex dizygotic (r ’s = −.16 and −.17 for parental and self‐ratings) and opposite‐sex dizygotic (r ’s = −.21 and −.19 for parental and self‐ratings) twin pairs suggested partial confounding by genetic effects.
Conclusions
There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within‐family analyses of monozygotic twin pairs.


YSO-asiasanat: lapset (ikäryhmät); nuoret; kognitiivinen kehitys; aggressiivisuus; opintomenestys

Vapaat asiasanat: aggression; cognition; development; educational attainment; school performance


Liittyvät organisaatiot

JYU-yksiköt:


OKM-raportointi: Kyllä

Raportointivuosi: 2021

Alustava JUFO-taso: 3


Viimeisin päivitys 2021-07-07 klo 17:54