Parental education and children's depression, anxiety, and ADHD traits, a within-family study in MoBa.

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH npj Science of Learning Pub Date : 2024-07-18 DOI:10.1038/s41539-024-00260-8
Amanda M Hughes, Fartein Ask Torvik, Elsje van Bergen, Laurie J Hannigan, Elizabeth C Corfield, Ole A Andreassen, Eivind Ystrom, Helga Ask, George Davey Smith, Neil M Davies, Alexandra Havdahl
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Abstract

Children born to parents with fewer years of education are more likely to have depression, anxiety, and attention-deficit hyperactivity disorder (ADHD), but it is unclear to what extent these associations are causal. We estimated the effect of parents' educational attainment on children's depressive, anxiety, and ADHD traits at age 8 years, in a sample of 40,879 Norwegian children born in 1998-2009 and their parents. We used within-family Mendelian randomization, which employs genetic variants as instrumental variables, and controlled for direct genetic effects by adjusting for children's polygenic indexes. We found little evidence that mothers' or fathers' educational attainment independently affected children's depressive, anxiety, or ADHD traits. However, children's own polygenic scores for educational attainment were independently and negatively associated with these traits. Results suggest that differences in these traits according to parents' education may reflect direct genetic effects more than genetic nurture. Consequences of social disadvantage for children's mental health may however be more visible in samples with more socioeconomic variation, or contexts with larger socioeconomic disparities than present-day Norway. Further research is required in populations with more educational and economic inequality and in other age groups.

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父母的教育与子女的抑郁、焦虑和多动症特征,一项在巴西墨尔本进行的家庭内部研究。
父母受教育年限较低的儿童更有可能患有抑郁症、焦虑症和注意力缺陷多动障碍(ADHD),但目前尚不清楚这些关联在多大程度上是因果关系。我们以1998-2009年出生的40879名挪威儿童及其父母为样本,估算了父母受教育程度对儿童8岁时抑郁、焦虑和多动症特征的影响。我们采用了家庭内孟德尔随机化方法,将遗传变异作为工具变量,并通过调整儿童的多基因指数来控制直接遗传效应。我们发现,几乎没有证据表明母亲或父亲的教育程度会独立影响儿童的抑郁、焦虑或多动症特征。但是,儿童自身教育程度的多基因评分与这些特质有独立的负相关。研究结果表明,父母受教育程度不同对这些特质的影响可能更多反映的是直接的遗传效应,而非遗传养育。不过,社会不利条件对儿童心理健康的影响可能在社会经济差异更大的样本中,或在社会经济差距比现在的挪威更大的环境中更为明显。还需要在教育和经济不平等现象更严重的人群以及其他年龄组中开展进一步的研究。
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来源期刊
CiteScore
5.40
自引率
7.10%
发文量
29
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