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Journal of Youth and Adolescence
Gepubliceerd in:

24-03-2016 | Empirical Research

Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score

Auteurs: Steven De Laet, Hilde Colpin, Karla Van Leeuwen, Wim Van den Noortgate, Stephan Claes, Annelies Janssens, Luc Goossens, Karine Verschueren

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2016

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Abstract

Throughout adolescence, there is an increase in rule-breaking behavior and a decrease in behavioral school engagement. The role of teacher–student relationship quality in the development of these adjustment problems remains understudied. This study examined how adolescent-reported teacher–student affiliation and dissatisfaction and parent-reported rule-breaking behavior and behavioral engagement impact one another throughout adolescence. In addition, we examined the moderating effect of genes by means of a Biologically Informed Multilocus genetic Profile Score (BIMPS), a composite score reflecting the cumulative effect of multiple dopaminergic genes, with a higher score indicating higher dopamine signaling in the adolescent brain. We used three-year longitudinal data from 1111 adolescents (51 % boys; M age = 13.79), and their parents. Cross-lagged analyses revealed a transactional process in which adolescents who display more rule-breaking behavior and less behavioral engagement experienced increased subsequent dissatisfaction with their teachers, which in turn further increased their adjustment problems. Also, adolescents with more adjustment problems experienced decreased subsequent affiliation with their teachers. The other way around, adolescents’ behavioral engagement also benefitted from positive relationships with teachers. Multi-group analyses revealed genetic moderation for behavioral engagement, but not for rule-breaking. Specifically, adolescents who had a BIMPS score coding for moderate levels of dopamine signaling (instead of high or low signaling) were most affected in their behavioral engagement when they experienced dissatisfaction with their teachers. Our study findings may guide schools in implementing interventions to create a supportive class and school environment including positive, supportive teacher–student relationships and indicate that providing a such a supportive school environment is important for all adolescents.
vorige artikel Promotive and Corrosive Factors in African American Students’ Math Beliefs and Achievement
volgende artikel The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth
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1
Based on previous research (e.g., Mill et al. 2002) and the genotype frequencies found in the present study sample, we included the adolescents carrying the most common genotypes only (i.e., DAT1 9 or 10 repeats). A total of 35 adolescents with other genotypes were left out of the GxE analyses.
 
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Metagegevens
Titel
Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score
Auteurs
Steven De Laet
Hilde Colpin
Karla Van Leeuwen
Wim Van den Noortgate
Stephan Claes
Annelies Janssens
Luc Goossens
Karine Verschueren
Publicatiedatum
24-03-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 6/2016
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-016-0466-6

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