Parenting,Effortful Control,and Adolescents’ Externalizing Problem Behavior: Moderation by Dopaminergic Genes

Research shows that genetics and effortful control play an important role in the link between parenting and problem behavior. However, little is known about how these factors act simultaneously. This article used a moderated mediation model to examine whether effortful control mediated the link between parenting and externalizing problem behavior, and whether dopaminergic genes (i.e., polygenic index score including DAT1, DRD2, DRD4, COMT) moderated this link. Two three-wave studies were conducted on community samples (adolescents: Study 1: N?=?457; M_age?=?15.74; Study 2: N?=?221; M_age?=?12.84). There was no mediation by effortful control, but a moderation by dopaminergic reactivity was observed. Despite inconsistent evidence, this article indicates that the development of externalizing problem behavior is subject to genetic characteristics and parenting.

     

Teacher Support,Peer Acceptance,and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood

Although research has examined the bivariate effects of teacher support, peer acceptance, and engagement, it remains unclear how these key classroom experiences evolve together, especially in late childhood. This study aims to provide a detailed picture of their transactional relations in late childhood. A sample of 586 children (M _age ?=?9.26 years, 47.1% boys) was followed from fourth to sixth grade. Teacher support and engagement were student-reported and peer acceptance was peer-reported. Autoregressive cross-lagged models revealed unique longitudinal effects of both peer acceptance and teacher support on engagement, and of peer acceptance on teacher support. No reverse effects of engagement on peer acceptance or teacher support were found. The study underscores the importance of examining the relative contribution of several social actors in the classroom. Regarding interventions, improving both peer acceptance and teacher support can increase children’s engagement, and augmenting peer acceptance can help to increase teacher support.     

Trajectory Classes of Relational and Physical Bullying Victimization: Links with Peer and Teacher-Student Relationships and Social-Emotional Outcomes

Journal of Youth and Adolescence - Bullying victimization is a prevalent problem in upper elementary school that predicts various detrimental outcomes. Increasing evidence suggests that...