scholarly journals Evocative gene–parenting correlations and academic performance at first grade: An exploratory study

2012 ◽  
Vol 24 (4) ◽  
pp. 1265-1282 ◽  
Author(s):  
Cathi B. Propper ◽  
Michael J. Shanahan ◽  
Rosemary Russo ◽  
W. Roger Mills-Koonce
Keyword(s):  
Academic Performance ◽  
Dopamine Receptor ◽  
Psychosocial Adjustment ◽  
Exploratory Study ◽  
First Grade ◽  
Childhood And Adolescence ◽  
Academic Behavior ◽  
Withdrawn Behavior ◽  
Dopamine Receptor D4 ◽  
Woodcock Johnson

AbstractAcademic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene–parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock–Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock–Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school.

scholarly journals Physical Fitness Is Longitudinally Associated With Academic Performance During Childhood and Adolescence, and Waist Circumference Mediated the Relationship

2018 ◽  
Vol 30 (3) ◽  
pp. 317-325 ◽  
Author(s):  
Rodrigo Antunes Lima ◽  
Lisbeth Runge Larsen ◽  
Anna Bugge ◽  
Lars Bo Andersen
Keyword(s):  
Academic Performance ◽  
Waist Circumference ◽  
Physical Fitness ◽  
Structural Equation ◽  
First Grade ◽  
Composite Score ◽  
Equation Modeling ◽  
Childhood And Adolescence ◽  
Jump Height ◽  
Shuttle Run

Purpose: The current investigation aimed to investigate the longitudinal association between physical fitness and academic performance over 3 years in adolescents. A secondary aim was to determine to what extent waist circumference mediated the association between physical fitness and academic performance. Methods: For the current study, 1020 students from first grade [mean age: 7.87 (0.34) y] to fifth grade [mean age: 11.87 (0.37) y] were monitored annually for 3 years (2010–2013). Physical fitness was assessed using the Andersen test, 5 × 5-m shuttle run, jump height, and grip strength tests and by constructing a composite score combining all 4 fitness tests. Academic performance was assessed by national standardized tests in Danish language and math. Generalized structural equation modeling was used to evaluate the relationships between these variables. Results: The Andersen test (standardized β = 0.15 SD), shuttle run (β = −0.18 SD), jump height (β = 0.10 SD), and the fitness composite score (β = 0.23 SD) were positively associated with academic performance over 3 years. In addition, waist circumference partially mediated the association between physical fitness and academic performance. Conclusion: Thus, physical fitness abilities should be stimulated during childhood and early adolescence because of their positive association with academic performance.

Dopamine receptor D4 gene moderates the effect of positive and negative peer experiences on later delinquency: The Tracking Adolescents' Individual Lives Survey study

2013 ◽  
Vol 25 (4pt1) ◽  
pp. 1107-1117 ◽  
Author(s):  
Tina Kretschmer ◽  
Jan Kornelis Dijkstra ◽  
Johan Ormel ◽  
Frank C. Verhulst ◽  
René Veenstra
Keyword(s):  
Dopamine Receptor ◽  
Adolescent Development ◽  
Peer Relations ◽  
Psychosocial Adjustment ◽  
Genetic Factors ◽  
Well Being ◽  
Survey Study ◽  
Peer Experiences ◽  
The Impact ◽  
Dopamine Receptor D4

AbstractThe quality of adolescents' relationships with peers can have a lasting impact on later psychosocial adjustment, mental health, and behavior. However, the effect of peer relations on later problem behavior is not uniformly strong, and genetic factors might influence this association. This study used four-wave longitudinal (11–19 years) data (n = 1,151) from the Tracking Adolescents' Individual Lives Survey, a Dutch cohort study into adolescent development to test whether the dopamine receptor D4 polymorphism moderates the impact of negative (i.e., victimization) and positive peer experiences (i.e., social well-being) on later delinquency. Contrary to our expectations, results showed that carriers of the dopamine receptor D4 gene 4-repeat homozygous variant instead of those carrying the 7-repeat allele were more susceptible to the effects of both peer victimization and social well-being on delinquency later in adolescence. Findings of our study are discussed in light of other studies into genetic moderation of peer effects on adolescent development and the possibility that developmental specifics in adolescence, such as maturation processes in brain structure and functioning, may affect the interplay of environmental and genetic factors in this period in life.

The dopamine receptor D4 7-repeat allele influences neurocognitive functioning, but this effect is moderated by age and ADHD status: An exploratory study

2011 ◽  
Vol 13 (4) ◽  
pp. 293-305 ◽  
Author(s):  
Marieke E. Altink ◽  
Nanda N.J. Rommelse ◽  
Dorine I.E. Slaats-Willemse ◽  
Alejandro Arias Väsquez ◽  
Barbara Franke ◽  
...  
Keyword(s):  
Dopamine Receptor ◽  
Exploratory Study ◽  
Neurocognitive Functioning ◽  
Repeat Allele ◽  
Dopamine Receptor D4

Genetic polymorphism of dopamine receptor D4 (DRD4) gene in ten Indian rhesus macaques (Macaca mulatta mulatta)

Meta Gene ◽  
2021 ◽  
pp. 100891
Author(s):  
Sanjoy Kumar Chatterjee ◽  
Suniti Yadav ◽  
Kallur Nava Saraswathy ◽  
Prakash Ranjan Mondal
Keyword(s):  
Genetic Polymorphism ◽  
Dopamine Receptor ◽  
Macaca Mulatta ◽  
Rhesus Macaques ◽  
Drd4 Gene ◽  
Dopamine Receptor D4

scholarly journals Does neighborhood deprivation modify the effect of preterm birth on children's first grade academic performance?

2015 ◽  
Vol 132 ◽  
pp. 122-131 ◽  
Author(s):  
Jennifer L. Richards ◽  
Theresa Chapple-McGruder ◽  
Bryan L. Williams ◽  
Michael R. Kramer
Keyword(s):  
Academic Performance ◽  
Preterm Birth ◽  
First Grade ◽  
Neighborhood Deprivation

scholarly journals Identification and Characterization of a Tandem Repeat in Exon III of the Dopamine Receptor D4 (DRD4) Gene in Cetaceans

2006 ◽  
Vol 97 (3) ◽  
pp. 279-284 ◽  
Author(s):  
Line Mogensen ◽  
Carl Christian Kinze ◽  
Thomas Werge ◽  
Henrik Berg Rasmussen
Keyword(s):  
Dopamine Receptor ◽  
Tandem Repeat ◽  
Drd4 Gene ◽  
Identification And Characterization ◽  
Dopamine Receptor D4

Morphometry in schizophrenia revisited: height and its relationship to pre-morbid function

1998 ◽  
Vol 28 (3) ◽  
pp. 655-663 ◽  
Author(s):  
P. NOPOULOS ◽  
M. FLAUM ◽  
S. ARNDT ◽  
N. ANDREASEN
Keyword(s):  
Psychosocial Adjustment ◽  
Cognitive Abilities ◽  
Economic Status ◽  
The Body ◽  
Abnormal Development ◽  
Control Group ◽  
Childhood And Adolescence ◽  
Lower Quartile ◽  
And Function ◽  
The Brain

Background. Morphometry, the measurement of forms, is an ancient practice. In particular, schizophrenic somatology was popular early in this century, but has been essentially absent from the literature for over 30 years. More recently, evidence has grown to support the notion that aberrant neurodevelopment may play a role in the pathophysiology of schizophrenia. Is the body, like the brain, affected by abnormal development in these patients?Methods. To evaluate global deficit in development and its relationship to pre-morbid function, height was compared in a large group (N=226) of male schizophrenics and a group of healthy male controls (N=142) equivalent in parental socio-economic status. Patients in the lower quartile of height were compared to those in the upper quartile of height.Results. The patient group had a mean height of 177·1 cm, which was significantly shorter than the mean height of the control group of 179·4 (P<0·003). Those in the lower quartile had significantly poorer pre-morbid function as measured by: (1) psychosocial adjustment using the pre-morbid adjustment scales for childhood and adolescence/young adulthood, and (2) cognitive function using measures of school performance such as grades and need for special education. In addition, these measures of pre-morbid function correlated significantly with height when analysed using the entire sample.Conclusions. These findings provide further support to the idea that abnormal development may play a key role in the pathophysiology of schizophrenia. Furthermore, this is manifested as a global deficit in growth and function resulting in smaller stature, poorer social skills, and deficits in cognitive abilities.

scholarly journals Education and Attachment: Guidelines to Prevent School Failure

2019 ◽  
Vol 3 (1) ◽  
pp. 10 ◽  
Author(s):  
Rosa de Castro ◽  
Dora Pereira
Keyword(s):  
Academic Performance ◽  
Academic Failure ◽  
Internal Working Models ◽  
Childhood And Adolescence ◽  
Internal Working Model ◽  
Working Models ◽  
Student Teacher Relationship ◽  
Internal Working ◽  
Student Failure

Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.

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