| Titre : | No effect of classroom sharing on educational achievement in twins : a prospective, longitudinal cohort study. (2010) |
| Auteurs : | T.J.C. POLDERMAN ; M. BARTELS ; D.I. BOOMSMA ; HUIZINK (A.C.) : NLD. Department of Education. University of Amsterdam. ; C.E.M. VAN BEIJSTERVELDT ; F.C. VERHULST ; Department of Biological Psychology. Vu University Amsterdam. Amsterdam. NLD ; Erasmus University Medical Center - Sophia Children's Hospital. Department of Child and Adolescent Psychiatry. Rotterdam. NLD |
| Type de document : | Article |
| Dans : | Journal of epidemiology and community health (vol. 64, n° 1, Janvier 2010) |
| Pagination : | 36-40 |
| Langues: | Anglais |
| Mots-clés : | Education ; Jumeau ; Etude prospective |
| Résumé : | [BDSP. Notice produite par INIST-CNRS nCk8CR0x. Diffusion soumise à autorisation]. Background : A returning dilemma for families with multiple births is whether twins should share the same, or a parallel classroom, or in other words, whether they should be separated at school or not. This study investigated the effects of sharing a classroom during primary school on cognitive achievement in twins. Method : Subjects were 839 monozygotic and 1164 dizygotic twin pairs who were registered at birth at The Netherlands Twin Register. A prospective, longitudinal study design was used with educational achievement at age 12 years, measured with a standardised test (CITO test), as outcome measure. Results : Most twin pairs (72%) shared a classroom during their schooling, 19% were in separate, but parallel, classes, and 9% "partly" shared a classroom. Twins who were in parallel classrooms had higher CITO scores (mean 539.51 ; SD 8.12), compared to twins who shared a classroom (537.99 ; SD 8.52). When controlling for socioeconomic status, and externalising problems before starting primary school (age 3), there was no significant difference in educational achievement between separated and non-separated twin pairs (p=0.138) In addition, there was no interaction with sex or zygosity of the twins (p=0.798). Conclusion : There is no difference in educational achievement between twins who share a classroom and twins who do not share a classroom during their primary school time. The choice of separation should be made by teachers, parents and their twin children, based on individual characteristics of a twin pair. |
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