TY  - JOUR
PY  - 2020//
TI  - Higher aggression is related to poorer academic performance in compulsory education
JO  - Journal of child psychology and psychiatry
A1  - Vuoksimaa, Eero
A1  - Rose, Richard J.
A1  - Pulkkinen, Lea
A1  - Palviainen, Teemu
A1  - Rimfeld, Kaili
A1  - Lundström, Sebastian
A1  - Bartels, Meike
A1  - van Beijsterveldt, Catharina
A1  - Hendriks, Anne
A1  - de Zeeuw, Eveline L.
A1  - Plomin, Robert
A1  - Lichtenstein, Paul
A1  - Boomsma, Dorret I.
A1  - Kaprio, Jaakko
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - 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. <br><br>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.<p />  <p>Language: en</p>
LA  - en
SN  - 0021-9630
UR  - http://dx.doi.org/10.1111/jcpp.13273
ID  - ref1
ER  -