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dc.contributor.authorWhite, Elaine K.
dc.contributor.authorGaron-Carrier, Gabrielle
dc.contributor.authorTosto, Maria G.
dc.contributor.authorMalykh, Sergey B.
dc.contributor.authorLi, Xinying
dc.contributor.authorKiddle, Beata
dc.contributor.authorRiglin, Lucy
dc.contributor.authorByrne, Brian
dc.contributor.authorDionne, Ginette
dc.contributor.authorBrendgen, Mara
dc.contributor.authorVitaro, Frank
dc.contributor.authorTremblay, Richard Ernest
dc.contributor.authorBoivin, Michel
dc.contributor.authorKovas, Yulia
dc.date.accessioned2018-09-18T16:13:34Z
dc.date.availableNO_RESTRICTIONfr
dc.date.available2018-09-18T16:13:34Z
dc.date.issued2018-07
dc.identifier.urihttp://hdl.handle.net/1866/20897
dc.publisherAmerican Psychological Associationfr
dc.subjectTwinsfr
dc.subjectClassroom separationfr
dc.subjectAcademic achievementfr
dc.subjectMotivationfr
dc.subjectCognitive abilitiesfr
dc.subjectEducational policiesfr
dc.titleTwin classroom dilemma : to study together or separately?fr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des arts et des sciences. École de psychoéducationfr
dc.contributor.affiliationUniversité de Montréal. Faculté de médecine. Département de psychiatriefr
dc.identifier.doi10.1037/dev0000519
dcterms.abstractThere is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effects of classroom separation? Are twins taught in different classes more different from each other than twins taught in the same class? Twin pairs from two large representative samples from Quebec (Canada) and the United Kingdom were evaluated across a large age range (7 to 16 years) on academic achievement, several cognitive abilities and motivational measures. Our results show almost no sizable positive or negative average effect of classroom separation on twins' achievement, cognitive ability and motivation. Twin pairs at age 12 (Quebec, Canada) and at age 16 (United Kingdom) were slightly more similar on achievement if placed in the same classroom, with slightly greater similarity among monozygotic twins than dizygotic twins. However, the few effects found were weak, and it remains unclear whether they result from classroom separation or other factors. These results suggest that in terms of educational outcomes, policymakers should not impose rigid guidelines to separate twin pairs during their education. The choice of whether to educate twin pairs together or separately should be up to parents, twins and teachers, in response to twins' individual needs.fr
dcterms.bibliographicCitationDevelopmental Psychology ; vol. 54, no 7, p.1244-1254fr
dcterms.isPartOfurn:ISSN:0012-1649fr
dcterms.isPartOfurn:ISSN:1939-0599fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantWhite, E., Garon-Carrier, G., Tosto, M. G., Malykh, S. B., Li, X., Kiddle, B., Riglin, L., Byrne, B., Dionne, G., Brendgen, M., Vitaro, F., Tremblay, R. E., Boivin, M. & Kovas, Y. (2018) Twin classroom dilemma: To study together or separately? Developmental Psychology, 54(7), 1244-1254.fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr


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