@article{ref1,
title="Gene-Environment Processes Linking Aggression, Peer Victimization, and the Teacher-Child Relationship",
journal="Child development",
year="2011",
author="Brendgen, Mara R. and Boivin, Michel and Dionne, Ginette and Barker, Edward D. and Vitaro, Frank and Girard, Alain and Tremblay, Richard and Perusse, Daniel",
volume="82",
number="6",
pages="2021-2036",
abstract="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.<p /> <p>Language: en</p>",
language="en",
issn="0009-3920",
doi="10.1111/j.1467-8624.2011.01644.x",
url="http://dx.doi.org/10.1111/j.1467-8624.2011.01644.x"
}