青少年期亲子关系的遗传基因与环境作用机制：多变量相关与自然实验研究

Parent-child relationship has been a longstanding thesis in the discipline of the child and adolescent development. In the theory of socialization, parent-child relationship has always been viewed as one of the important family environment which has significant and profound effect on child development. Since 1990s studies from qualitative behavior genetics by adopting a twin-study design found that family environment including parent-child relationship had genetic and environmental underpinning. With the advancement of molecular genetics, some work investigate the gene-environment interactions related to parent-child relationship, and some meaningful findings have been found, which update and deepens the extant recognition about parent-child relationship, and can be used as references to construct scientific and valid theories about child development. However, to date, gene-environment interplay in parent-child relationship still has scarcely been investigated. Meanwhile, the extant research has mainly focused on 5-HTTLPR gene polymorphism, the possible associations between other 5-HT system candidate genes and parent-child relationship remain to be examined. Most existing studies were based on the ‘diathesis-stress model’, and one consequence of this pattern is that many studies have emphasized the cumulative negative effects of specific risk genes and an adverse environment, whereas potentially cumulative positive effects of the same risk genes interacting with positive environments remained understudied. Most of previously reported findings were obtained on mother-infant attachment. Whether the parent-adolescent relationship also have significant genetic underpinning, and whether there is a moderating effect of gender on interaction between gene and environment, including positive and negative environment also remains unclear. In addition, the existing G×E interaction research generally collected data by correlational design, and their findings were limited by the obscure causality. To sum up, the present study aimed to extend the previous research by a combination of multivariate correlational design and natural experiment design to explore the association between 5-HTR1A gene rs6295、TPH1 gene rs1800532 and rs1799913、TPH2 gene rs1386494、MAOA gene rs6323 polymorphisms and negative and positive environments among 1000 adolescents in a general population, with particular focus on the moderating effect of gender on the association.

遗传基因与环境因素如何相互作用影响青少年与父母的关系是当前亲子关系研究领域的重要前沿课题。本项目以“不同易感性模型”为理论基础，选取5-HTR1A基因rs6295、TPH1基因rs1800532和rs1799913、TPH2基因rs1386494和MAOA基因rs6323多态性作为遗传指标，父母教养行为和父母教养效能训练为环境指标，1000名初中生为被试，综合运用多变量相关研究和自然实验研究两种方法，系统考察遗传基因与环境对青少年期亲子关系的影响及其作用机制。拟解决的具体问题包括：青少年期亲子关系是否具有遗传基础；遗传基因与环境对青少年期亲子关系的作用机制是否符合不同易感性模型观点；遗传基因与环境对青少年期亲子关系的作用机制是否存在性别差异。本项目成果不仅有助于建构具有较高解释力的青少年期亲子关系模型，而且在实践层面上能够为青少年期亲子关系的科学诊断与有效干预提供可靠理论依据。

随着分子遗传学的兴起与发展，采用基因－环境设计考察亲子关系个体差异的产生机制成为该领域的重要前沿研究课题。本项目以“不同易感性模型”为理论基础，选取5-HTR1A rs6295、TPH2 rs1386494、MAOA rs6323、OXTR rs53576、CRHR1 rs110402、COMT rs4680基因多态性为遗传指标，父母教养行为为环境指标，以约1000名（792名被试拥有基因样本）正常青少年为被试，综合运用多变量相关设计和自然实验的方法，系统考察了基因与环境对青少年期（7~9 年级）亲子关系的影响及其作用机制。.研究的主要内容包括：（1）运用多变量相关设计研究初步探察基因与环境对青少年期亲子关系的影响；（2）采用自然实验研究进一步探究基因与环境对青少年期亲子关系的影响及作用机制；（3）上述问题的性别差异。.研究的主要结果如下：多变量相关设计研究与自然实验研究均发现遗传基因的确会对父母教养行为干预的效果起调节作用，但这种调节作用存在性别差异。具体表现为：MAOA基因rs6323多态性和父母教养行为干预对父子亲合存在显著的交互作用，随着父母教养行为干预次数的增加，携带G等位基因的男青少年与父亲亲合程度逐渐升高，而携带T等位基因男女青少年与父亲的亲合程度均未发生显著变化；5-HTR1A基因rs6295多态性与父母教养行为干预对母子暴力冲突存在显著的交互作用，随着父母教养行为干预次数的增加，携带GG基因型女青少年与母亲的暴力冲突程度逐渐降低，而携带C等位基因的男女青少年与母亲的暴力冲突程度均未发生显著变化。而且上述交互作用均符合不同易感性模型，即携带某种基因型的青少年相较于携带其他基因型的更容易受到环境的影响而与父母关系良好或者不良。.本项目研究不仅能够厘清特定的遗传基因和环境因素对青少年期亲子关系的影响，深入揭示该影响的作用机制，而且能够为建构具有较高解释力的青少年期亲子关系的理论模型，进而在实践层面上为青少年期亲子关系的科学诊断和有效干预提供更为可靠的理论依据。