Johnson Wendy, McGue Matt, Iacono William G
Department of Psychology, University of Edinburgh, Edinburgh, UK.
Dev Psychol. 2009 Jul;45(4):973-87. doi: 10.1037/a0016225.
Antisocial behavior increases in adolescence, particularly among those who perform poorly in school. As adolescents move into adulthood, both educational attainment and the extent to which antisocial behavior continues have implications for adolescents' abilities to take on constructive social roles. The authors used a population-representative longitudinal twin study to explore how links among genetic and environmental influences at ages 17 and 24 may be implicated in the developmental processes involved. At age 17, expression of both genetic and nonshared environmental vulnerabilities unique to antisocial behavior was greater among those with low GPA than among those with higher GPA. This suggested that maintenance of high GPA buffered the impact of both genetic and environmental influences encouraging antisocial behavior. When GPA was high, both genetic and environmental influences involved in both traits encouraged good school performance and restrained antisocial behavior. At age 24, however, correlated family environmental influences drove the association between educational attainment and antisocial behavior. Antisocial characteristics involving school performance and educational attainment that transcend generations may slot individuals into social categories that restrict opportunities and reinforce antisocial characteristics.
反社会行为在青少年时期会增加，尤其是在学业成绩不佳的人群中。随着青少年步入成年，教育程度以及反社会行为持续的程度都会对青少年承担建设性社会角色的能力产生影响。作者利用一项具有人口代表性的纵向双胞胎研究，来探究17岁和24岁时遗传和环境影响之间的联系如何可能与所涉及的发育过程相关。在17岁时，平均绩点低的人群中，反社会行为所特有的遗传和非共享环境易感性的表达比平均绩点高的人群中更为明显。这表明保持高平均绩点可以缓冲鼓励反社会行为的遗传和环境影响的作用。当平均绩点高时，与这两种特征相关的遗传和环境影响都会促进良好的学业表现并抑制反社会行为。然而，在24岁时，相关的家庭环境影响推动了教育程度与反社会行为之间的关联。涉及学业成绩和教育程度的反社会特征代代相传，可能会将个体归入限制机会并强化反社会特征的社会类别。
