Nonshared environmental influences on teacher-reported behaviour problems: monozygotic twin differences in perceptions of the classroom

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Oliver, Bonamy R; Pike, Alison and Plomin, Robert. 2008. Nonshared environmental influences on teacher-reported behaviour problems: monozygotic twin differences in perceptions of the classroom. Journal of Child Psychology and Psychiatry, 49(6), pp. 646-653. ISSN 0021-9630 [Article]

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Official URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC40728...

Abstract or Description

The identification of specific nonshared environments responsible for the variance in behaviour problems is a key challenge. METHODS: Nonshared environmental influences on teacher-reported behaviour problems were explored independently of genetics using the monozygotic (MZ) twin differences design. Six aspects of classroom environment were rated by a representative sample of 570 nine-year-old MZ twins in the UK in different classrooms and were related to their different teachers' reports of prosocial behaviour, hyperactivity, conduct problems, peer problems and emotional symptoms. RESULTS: Within-pair differences in perceptions of the classroom were significantly correlated with teacher-reported behaviour problems, indicating that children with less favourable perceptions of their classroom environment were reported by their teachers as less prosocial, more hyperactive, and to have more conduct and peer problems. Socioeconomic status did not significantly moderate any of these relationships. However, parent-reported household chaos was a significant moderator. CONCLUSIONS: The classroom environment is related to behaviour problems even when genetic factors are held constant. Classroom environment is more strongly associated with behaviour problems when the home environment is more chaotic.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1111/j.1469-7610.2008.01891.x

Additional Information:

We thank TEDS families for their continuing support and candidness. TEDS has been funded since 1995 by a programme grant from the U.K. Medical Research Council (G9424799, now G050079); TEDS’ research on school environment is funded by the U.S. National Institute of Child Health and Human Development (HD44454) and of mathematics (HD46167).

Keywords:

Keywords: Nonshared environment;monozygotic twins;behaviour problems;classroom environment;environmental influences;school;twins

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