This research was supported by grants from the Fonds Québécois de la Recherche sur la Société et la Culture, the Fonds de la Recherche en Santé du Québec, the Social Science and Humanities Research Council of Canada, the National Health Research Development Program, the Canadian Institutes for Health Research, and Sainte-Justine Hospital's Research Center. Michel Boivin was supported by the Canada Research Chair Program. We are grateful to the children and parents of the Quebec Newborn Twin Study (QNTS), and the participating teachers and schools. We also thank Hélène Paradis and Bei Feng for data management and assistance with statistical analyses, and Jocelyn Malo for coordinating the data collection.
Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings From a Longitudinal Twin Study
Version of Record online: 4 DEC 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 3, pages 1098–1114, May/June 2013
How to Cite
Boivin, M., Brendgen, M., Vitaro, F., Dionne, G., Girard, A., Pérusse, D. and Tremblay, R. E. (2013), Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings From a Longitudinal Twin Study. Child Development, 84: 1098–1114. doi: 10.1111/cdev.12019
- Issue online: 8 MAY 2013
- Version of Record online: 4 DEC 2012
- Fonds Québécois de la Recherche sur la Société et la Culture
- Fonds de la Recherche en Santé du Québec
- Social Science and Humanities Research Council of Canada
- National Health Research Development Program
- Sainte-Justine Hospital's Research Center
- Canada Research Chair Program
|cdev12019-sup-0001-AppendixS1.pdf||application/PDF||93K||Appendix S1. Longitudinal Independent Pathway ACE Model Linking Peer Difficulties from Kindergarten to Grade 4.|
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