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Effects of twin separation in primary school
Marieke van Leeuwen1, Stéphanie M van den Berg, Toos C E M van Beijsterveldt
1Department of Biological Psychology, Vrije Universiteit Amsterdam, the Netherlands. M.van.leeuwen@psy.vu.nl
Summary
Classroom separation for twins at age 5 showed short-term increases in behavior problems. However, long-term effects on behavior and academic achievement were minimal, suggesting separation doesn't impact twins negatively over time.
Area of Science:
- Developmental Psychology
- Twin Studies
- Educational Psychology
Background:
- Classroom separation is a common practice for twins.
- Understanding its impact on twin development is crucial.
Purpose of the Study:
- To investigate the short- and long-term effects of classroom separation in twins.
- To examine the influence on behavior problems and academic performance.
Main Methods:
- Studied twins at ages 7 (short-term) and 12 (long-term).
- Assessed behavior problems using maternal and teacher ratings (Child Behavior Checklist, Teacher Report Form).
- Measured academic achievement with a national test (CITO).
Main Results:
- At age 7, separated twins showed more behavior problems than non-separated twins.
- Long-term effects on behavior problems were explained by pre-existing differences.
- No significant differences in academic achievement were found between groups.
- Findings were consistent for monozygotic and dizygotic twins.
Conclusions:
- Separation decisions may be influenced by existing twin behavioral issues.
- Classroom separation does not appear to negatively impact twins' long-term behavior or academic outcomes.
- The practice of separating twins in school does not hinder their development.