Evidence map›Paper›PMID 27013478›Full record

ArticleJournal of youth and adolescence2016

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

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

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In one paragraph

Article in Journal of youth and adolescence, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
3.3field-weighted citation impact, top 9% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 32 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 1 institution in 1 country.

Steven De LaetResearch Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium. steven.delaet@ppw.kuleuven.be.
Hilde ColpinResearch Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
Karla Van LeeuwenResearch Group for Parenting and Special Education, University of Leuven, Louvain, Belgium.
Wim Van den NoortgateResearch Group for Parenting and Special Education, University of Leuven, Louvain, Belgium.
Stephan ClaesResearch Group for Psychiatry, Department of Neurosciences, University of Leuven, Louvain, Belgium.
Annelies JanssensResearch Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
Luc GoossensResearch Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
Karine VerschuerenResearch Group for School Psychology and Child and Adolescent Development (SCAD), University of Leuven, Tiensestraat 102, box 3717, 3000, Louvain, Belgium.
KU Leuven · BE

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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.

Indexed as

Gene-Environment InteractionInterpersonal RelationsRisk-TakingAcademic SuccessAdolescentAdolescent BehaviorDopamineEmotional AdjustmentFemaleGenetic MarkersGenetics, BehavioralHumansLongitudinal StudiesMalePersonal SatisfactionSchoolsDopamineGenetic MarkersAdolescenceCross-lagged analysesDopaminergic genesGene-environment interactionsLongitudinalRule-breaking behaviorSchool engagementSchool functioningTeacher-child relationships

Identifiers

PMID27013478
OpenAlexW2310258552

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.