亲子关系与CLOCK基因rs1801260多态性对学前儿童亲社会行为的交互影响:性别的调节作用

doi:10.16187/j.cnki.issn1001-4918.2024.05.03

摘要/Abstract

摘要： 研究探讨了亲子关系与CLOCK基因rs1801260多态性对学前儿童亲社会行为的交互影响及性别的调节作用。以694名学前儿童(M_年龄= 5.06岁,SD = 0.87)及其父母为测试对象,收集儿童的唾液样本进行基因分型,由儿童父母填写亲子关系和儿童亲社会行为量表。研究结果发现,亲子亲密与亲子冲突对亲社会行为的主效应显著。亲子冲突、CLOCK基因rs1801260多态性和性别三重交互影响儿童的亲社会行为,即与携带C等位基因的男孩相比,携带TT基因型的男孩在低亲子冲突下会表现出更多的亲社会行为,在高亲子冲突下则表现出更少的亲社会行为。但亲子冲突与CLOCK基因rs1801260多态性对女孩亲社会行为的交互作用不显著。研究结果为深入理解学前儿童亲社会行为形成的基因-环境交互作用机制提供了证据。

关键词: 学前儿童, 亲子冲突, CLOCK基因rs1801260多态性, 亲社会行为, 个体(基因)-环境交互

Abstract: The present study examined whether parent-child relationships interact with the CLOCK rs1801260 polymorphism to contribute to children’s prosocial behaviors. The saliva of 694 preschoolers (M_age = 5.06, SD = 0.87) was extracted to genotype the CLOCK rs1801260 polymorphism, and children’s parents were invited to complete questionnaires to assess parent-child relationships and children’s prosocial behaviors. After controlling for age and family socioeconomic status, the results indicated that parent-child closeness was positively while parent-child conflict was negatively related to preschoolers’ prosocial behaviors, and the significant interaction effect of parent-child conflict and the CLOCK rs1801260 polymorphism was found in boys but not girls. Compared with C allele carriers, boys with TT genotype developed more prosocial behaviors under the condition of lower parent-child conflict while fewer prosocial behaviors under the condition of higher parent-child conflict. The findings of the present study expand our knowledge about the G×E underpinnings of children’s prosocial behaviors.

Key words: preschoolers, parent-child conflict, CLOCK rs1801260 polymorphism, prosocial behaviors, gene-environment interaction

中图分类号:

B844

刘倩文, 高晗晶, 王振宏. 亲子关系与CLOCK基因rs1801260多态性对学前儿童亲社会行为的交互影响:性别的调节作用[J]. 心理发展与教育, 2024, 40(5): 625-635.

LIU Qianwen, GAO Hanjing, WANG Zhenhong. The Interaction Effect of Parent-child Relationships and the CLOCK rs1801260 Polymorphism on Preschoolers’ Prosocial Behaviors: The Moderating Role of Sex[J]. Psychological Development and Education, 2024, 40(5): 625-635.

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