The nature of behavioral and emotional problems in children 7-12 years of teachers' estimates
V.G. Sivakova³, E.D. Gindina¹, O.E. Muhordova², M.M. Lobaskova¹, ², F.I. Barsky¹, E.Z. Sabirova³, S.B. Malykh¹
1 Psychological Institute RAE, Moscow; 2 Udmurt State University, Izhevsk; 3 Kyrgyz-Russian Slavic University, Bishkek
The purpose of this study was to assess the contribution of genotype and environment in the formation of individual differences in emotional and behavioral problems in Russian-speaking children 7–12 years. The study involved 448 Russian twins aged 7–12 years (-x =9,43±1,707). Teachers completed a teacher's questionnaire form (TRF) T.M. Achenbach (1991). For genetic data analysis methods were used structural modeling. Model that best describes the data on most scales, was a model of ACE, which includes additive genetic, common environmental and individual environmental components. Indicators of heritability ranged from 0.28 to 0.79. These results agree with the data of foreign studies and suggest the existence of important environmental and genetic factors influencing the formation of individual differences in emotional and behavioral problems in Russian-speaking children.
Keywords: emotional and behavioral problems, twins, TRF, heredity, environment.