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Journal Article

Citation

Brendgen MR, Boivin M, Dionne G, Barker ED, Vitaro F, Girard A, Tremblay R, Perusse D. Child Dev. 2011; 82(6): 2021-2036.

Affiliation

University of Quebec at Montreal Laval University University of Alabama University of Montreal University of Montreal University College Dublin and University of Montreal University of Montreal.

Copyright

(Copyright © 2011, John Wiley and Sons)

DOI

10.1111/j.1467-8624.2011.01644.x

PMID

22026352

Abstract

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.


Language: en

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