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

journal contribution
posted on 2023-06-08, 14:31 authored by Bonamy R. Oliver, Alison PikeAlison Pike, Robert Plomin
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.

History

Publication status

  • Published

Journal

Journal of Child Psychology and Psychiatry

ISSN

0021-9630

Publisher

Wiley-Blackwell

Issue

6

Volume

49

Page range

646-653

Department affiliated with

  • Psychology Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2013-03-05

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