روابط معلم و دانش آموز و تعامل رفتاری نوجوانان و رفتار قانون شکنی: نقش تعدیلی ژنهای دوپامینرژیک
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|59586||2016||13 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of School Psychology, Volume 56, June 2016, Pages 13–25
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, Mage = 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.