Department of Psychology, University of Quebec at Montreal, Montréal, QC, Canada.
Child Dev. 2011 Nov-Dec;82(6):2021-36. doi: 10.1111/j.1467-8624.2011.01644.x. Epub 2011 Oct 25.
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.
儿童中期的攻击行为至少部分是由遗传因素解释的。然而，简单效应的估计忽略了攻击行为发生的可能的基因-环境相互作用（G×E）或基因-环境相关（rGE）。本研究旨在同时检验攻击行为与同伴侵害和学校师生关系之间的 G×E 和 rGE 过程。样本包括 124 对 MZ 双胞胎和 93 对 DZ 双胞胎，他们在一年级（平均年龄=84.7 个月）接受评估。与 rGE 一致，具有攻击行为遗传倾向的儿童遭受同伴侵害的风险增加，而与 G×E 一致的是，与教师的积极关系减轻了攻击行为的遗传表达。
