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Direct linkCarbonneau, Rene; Vitaro, Frank; Brendgen, Mara; Boivin, Michel; Tremblay, Richard E. – Developmental Psychology, 2022
The present study investigated prenatal and early postnatal risk factors associated with developmental patterns of disruptive behaviors (DBs; e.g., hyperactivity-impulsivity, noncompliance, physical aggression) from ages 1.5 to 5 years in a population birth cohort (N = 2,057; 50.7% boys). Six high-trajectory classes obtained by latent growth…
Descriptors: Preschool Children, Behavior Problems, Child Behavior, Risk
Aubé, Sophie; Mimeau, Catherine; Gagnon, Eloi; Remon, Alexandra; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Tremblay, Richard E.; Boivin, Michel; Dionne, Ginette – Developmental Psychology, 2022
Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The…
Descriptors: Language Skills, Writing Skills, Academic Achievement, Oral Language
Morneau-Vaillancourt, Geneviève; Matte-Gagné, Célia; Cheesman, Rosa; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard; Dionne, Ginette; Boivin, Michel – Developmental Psychology, 2021
The present study examined, within a longitudinal family-informed design and across middle childhood, the predictive associations between preference for solitude and social wariness, two forms of social withdrawal, and peer difficulties. Specifically, preference for solitude, rather than social wariness, was expected to predict peer victimization…
Descriptors: Preferences, Withdrawal (Psychology), Psychological Characteristics, Social Adjustment
Laursen, Brett; Dickson, Daniel J.; Boivin, Michel; Bowker, Julie C.; Brendgen, Mara; Rubin, Kenneth H. – Developmental Psychology, 2021
This replication study revisited conclusions from 2 previous investigations (Gauze, Bukowski, Aquan-Assee, & Sippola, 1996; van Aken & Asendorpf, 1997), which suggested that support from friends buffers against diminished self-esteem arising from poor quality relationships with mothers during the transition into adolescence. The aim of…
Descriptors: Adolescents, Parent Child Relationship, Self Esteem, Friendship
Vitaro, Frank; Beaver, Kevin M.; Brendgen, Mara; Dickson, Daniel J.; Dionne, Ginette; Boivin, Michel – Developmental Psychology, 2021
The goal of the present study was to replicate Burt et al. (2009) and Hou et al. (2013) findings by determining the contribution of peers' deviance to changes in participants' (monozygotic [MZ] twins') self-reported delinquency from mid- to late adolescence while controlling for possible gene-environment correlations (rGE) through the use of the…
Descriptors: Peer Influence, Twins, Delinquency, Adolescents
Brendgen, Mara; Poulin, François; Denault, Anne-Sophie – Developmental Psychology, 2019
Peer victimization during the school years can impair victims' mental and physical health even in adulthood. Moreover, some victims of school bullying may also experience revictimization at work as adults. Later revictimization at work may thus at least partly explain (i.e., mediate) the negative consequences of peer victimization in school.…
Descriptors: Bullying, Peer Relationship, Victims, Mental Health
Brouillard, Charlie; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette; Boivin, Michel – Developmental Psychology, 2019
The present study used a genetically informed design of twins raised in the same family (375 monozygotic and 290 dizygotic twins; 50.2% girls) to examine the association between adolescents' genetic risk for depressive symptoms and the course of the parent-child relationship quality throughout adolescence. Depressive symptoms and the quality of…
Descriptors: Depression (Psychology), Conflict, Parent Child Relationship, Mothers
Garon-Carrier, Gabrielle; Bégin, Vincent; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Dionne, Ginette; Boivin, Michel – Educational Policy, 2022
Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose…
Descriptors: Student Placement, Twins, Educational Policy, Student Behavior
Guimond, Fanny-Alexandra; Brendgen, Mara; Correia, Stephanie; Turgeon, Lyse; Vitaro, Frank – Developmental Psychology, 2018
This study examined the moderating role of classroom injunctive norms salience regarding social withdrawal and regarding aggression in the longitudinal association between these behaviors and peer victimization. A total of 1,769 fourth through sixth graders (895 girls, M = 10.25 years, SD = 1.03) from 23 schools (67 classrooms) completed a peer…
Descriptors: Correlation, Peer Relationship, Victims, Withdrawal (Psychology)
Guimond, Fanny-Alexandra; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette; Boivin, Michel – British Journal of Educational Psychology, 2023
Background: Children's academic achievement is considerably influenced by genetic factors, which rarely operate independently of environmental influences such as teachers' behaviour. Praise and punitive discipline are commonly used management strategies by teachers. However, their effects on the genetic expression of children's academic…
Descriptors: Teacher Behavior, Academic Achievement, Genetics, Positive Reinforcement
White, Elaine K.; Garon-Carrier, Gabrielle; Tosto, Maria G.; Malykh, Sergey B.; Li, Xinying; Kiddle, Beatrix; Riglin, Lucy; Byrne, Brian; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – Developmental Psychology, 2018
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins…
Descriptors: Twins, Educational Practices, Student Placement, Children
Laursen, Brett; Hartl, Amy C.; Vitaro, Frank; Brendgen, Mara; Dionne, Ginette; Boivin, Michel – Developmental Psychology, 2017
This investigation examines the spread of problem behaviors (substance use and delinquency) between twin siblings. A sample of 628 twins (151 male twin pairs and 163 female twin pairs) drawn from the Quebec Newborn Twin Study completed inventories describing delinquency and substance use at ages 13, 14, and 15. A 3-wave longitudinal actor-partner…
Descriptors: Substance Abuse, Delinquency, Adolescents, Twins
Personal and Familial Predictors of Peer Victimization Trajectories from Primary to Secondary School
Brendgen, Mara; Girard, Alain; Vitaro, Frank; Dionne, Ginette; Boivin, Michel – Developmental Psychology, 2016
Using a sample of 767 children (403 girls, 364 boys), this study aimed to (a) identify groups with distinct trajectories of peer victimization over a 6-year period from primary school through the transition to secondary school, and (b) examine the associated personal (i.e., aggression or internalizing problems) and familial (family status,…
Descriptors: Elementary School Students, Secondary School Students, Victims, Peer Relationship
Dirghangi, Shrija; Kahn, Gilly; Laursen, Brett; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette; Boivin, Michel – Developmental Psychology, 2015
This study tested 2 related hypotheses. The first holds that high co-rumination anticipates heightened internalizing problems. The second holds that positive relationships with friends exacerbate the risk for internalizing problems arising from co-rumination. A sample of MZ twins followed from birth (194 girls and 170 boys) completed (a)…
Descriptors: Early Adolescents, Friendship, Peer Influence, Anxiety
Tosto, Maria Grazia; Garon-Carrier, Gabrielle; Gross, Susan; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Hart, Sara A.; Thompson, Lee; Karadaghi, Rezhaw L.; Yakovlev, Nikita; Tikhomirova, Tatiana; Opfer, John E.; Mazzocco, Michèle M. M.; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – British Journal of Educational Psychology, 2019
Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This…
Descriptors: Twins, Individual Differences, Computation, Mathematics Skills
