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Nature-Nurture Interaction in Different Types of School Environments A Longitudinal Study

Published online by Cambridge University Press:  01 August 2014

Siv Fischbein
Siv Fischbein*
Affiliation:
Department of Educational Research, Stockholm Institute of Education, Sweden

Abstract

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A model of nature-nurture interaction in school situations emanating from a longitudinal Swedish twin project is presented. This model implies that interactional effects measured by MZ-DZ within-pair comparisons over time are related to the type of behavior studied, as well as teacher and pupil influences at different levels. In a more permissive and stimulating school situation, hereditary factors are hypothesized to be more influential (decisive for behavioral variation) than in a more restrictive and nonstimulating situation. A study of such interactional effects will require longitudinal measurements of pupil behavior as well as teacher and parental influences. To acquire a variation in permissiveness/restrictiveness and stimulation/nonstimulation at the societal level, comparisons are made between twins attending grade 4-6 in compulsory schools in Sweden and twins of the same age attending Israelian Kibbutz schools.

Keywords

SchoolPermissive environmentRestrictive environmentKibbutzLongitudinal study
Type
Research Article
Information
Acta geneticae medicae et gemellologiae: twin research , Volume 36 , Issue 2 , April 1987 , pp. 155 - 163
Copyright
Copyright © The International Society for Twin Studies 1987

References

REFERENCES

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