Teacher-student relationships and adolescent behavioral engagement and rule-breaking behavior: The moderating role of dopaminergic genes

详细信息    查看全文

• 作者：Steven De Laet^a ; ^{steven.delaet@ppw.kuleuven.be" class="auth_mail" title="E-mail the corresponding author} ; Hilde Colpin^a ; Karla Van Leeuwen^b ; Wim Van den Noortgate^b ; Stephan Claes^c ; Annelies Janssens^a ; Luc Goossens^a ; Karine Verschueren^a
• 关键词：Gene&ndash ; environment interaction ; Teacher&ndash ; student relationships ; School engagement ; Dopamine ; DAT1 ; DRD4
• 刊名：Journal of School Psychology
• 出版年：2016
• 出版时间：June 2016
• 年：2016
• 卷：56
• 期：Complete
• 页码：13-25
• 全文大小：474 K

文摘

This study examined whether the dopamine transporter DAT1 and the dopamine receptor DRD4 genes moderate the effect of student-reported teacher–student relationship affiliation or dissatisfaction on parent-reported adolescent rule-breaking behavior and behavioral engagement. The sample included 1053 adolescents (51% boys, M_age = 13.79) from grades 7 to 9. Regression analyses were conducted using Mplus while controlling for multiple testing and nested data. Adolescents who experienced stronger affiliation with their teachers were more engaged in school, whereas greater dissatisfaction predicted more rule-breaking behavior. In addition, a significant gene–environment interaction was found for both genes examined. The link between low teacher–student affiliation and low engagement was more pronounced for DAT1-10R homozygotes. The link between high teacher–student dissatisfaction and more rule-breaking was stronger for DRD4 non-long carriers. Implications for understanding the role of teacher–student relationships in adolescence and suggestions for future research are outlined.