Liisa Keltikangas-Järvinen’s research while affiliated with University of Helsinki and other places

Dispositional compassion has been shown to predict higher well-being and to be associated with lower perceived stress and higher social support. Thus, compassion may be a potential individual factor protecting from job strain. The current study examines (i) whether dispositional compassion predicts job strain and effort-reward imbalance (ERI) or does the predictive relationship run from job strain and ERI to dispositional compassion and (ii) the effect of dispositional compassion on the developmental trajectory of job strain and ERI over a 11-year follow-up. We used data from the Young Finns study (n=723) between 2001 and 2012. The direction of the predictive relationships was analyzed with cross-lagged panel models. Compassion’s effect on the trajectories of job strain, ERI, and their components was examined with multilevel models. First, the cross-lagged panel models demonstrated there was no evidence for the predictive pathways between compassion and job strain or its components. However, the predictive pathways from high dispositional compassion to low ERI and high rewards had better fit to the data than the predictive pathways in the opposite direction. In addition, multilevel models showed that high compassion predicted various job characteristics from early adulthood to middle age (lower job strain and higher job control as well as lower ERI and higher reward). Compassion did not predict job demand/effort. The findings were obtained independently of age, gender, and socioeconomic factors in childhood and adulthood. These findings indicate that compassion may be beneficial in work context. Further, compassion might be useful in the management or prevention of some aspects of strain. Our study provides new insight about the role of compassion in work life.

Internalising symptoms in childhood and adolescence are as heritable as adult depression and anxiety, yet little is known of their molecular basis. This genome-wide association meta-analysis of internalising symptoms included repeated observations from 64,641 individuals, aged between 3 and 18. The N-weighted meta-analysis of overall internalising symptoms (INT overall ) detected no genome-wide significant hits and showed low SNP heritability (1.66%, 95% confidence intervals 0.84-2.48%, N effective =132,260). Stratified analyses showed rater-based heterogeneity in genetic effects, with self-reported internalising symptoms showing the highest heritability (5.63%, 95% confidence intervals 3.08-8.18%). Additive genetic effects on internalising symptoms appeared stable over age, with overlapping estimates of SNP heritability from early-childhood to adolescence. Gene-based analyses showed significant associations with three genes: WNT3 (p=1.13×10-06), CCL26 (p=1.88×10-06), and CENPO (p=2.54×10-06). Of these, WNT3 was previously associated with neuroticism, with which INT overall also shared a strong genetic correlation (rg=0.76). Genetic correlations were also observed with adult anxiety, depression, and the wellbeing spectrum (|rg|> 0.70), as well as with insomnia, loneliness, attention-deficit hyperactivity disorder, autism, and childhood aggression (range |rg|=0.42-0.60), whereas there were no robust associations with schizophrenia, bipolar disorder, obsessive-compulsive disorder, or anorexia nervosa. Overall, childhood and adolescent internalising symptoms share substantial genetic vulnerabilities with adult internalising disorders and other childhood psychiatric traits, which could explain both the persistence of internalising symptoms over time, and the high comorbidity amongst childhood psychiatric traits. Reducing phenotypic heterogeneity in childhood samples will be key in paving the way to future GWAS success.

Introduction. Evidence has remained scarce whether teaching practices might be linked to students’ educational equality. This study investigated (i) whether student-oriented teaching practices are associated with students’ learning outcomes in mathematics, and (ii) whether student-oriented teaching might increase equality in learning outcomes between students with different backgrounds. Method. We used the Finnish PISA 2012 data (N=5052-5660) that provides a nationally representative sample of the Finnish 15-year-old students. The data were analyzed using structural equation models. Results. Frequent student-oriented teaching practices were associated with students’ weaker learning outcomes in mathematics. The effect of frequent student-oriented teaching practices was especially negative among students with risky backgrounds (i.e. risky family structure, low family wealth, low maternal education, immigrant status, student’s previous truancy behavior at school). Our additional analyses showed that also frequent inquiry-based teaching practices were related to weaker learning outcomes in science. Discussion and Conclusion. In conclusion, student-oriented teaching practices appear to be linked with students’ weaker learning outcomes in comprehensive school. Student-oriented teaching may expand the gaps in learning outcomes between students coming from different backgrounds.

Objective: The aim of this study was to examine (a) whether adventurous and explosive temperament profiles (presumed precursors of antisocial and borderline personality) are associated with character traits over a 15-year follow-up and (b) whether social support and attachment security modify the relationship between temperament profiles and character development. Methods: 2,028 subjects of the Young Finns study completed the Temperament and Character Inventory, the Multidimensional Scale of Perceived Social Support, and the Relationship Questionnaire at 3 assessment points between 1997 and 2012. Results: Both explosive and adventurous temperament profiles seemed to predispose individuals to have less mature personalities; that is, these profiles were consistently associated with lower cooperativeness (P < .001), and explosive temperament also with lower self-directedness (P < .001), over the entire follow-up period. These relationships did not vary significantly at the individual level and were sustained after controlling for age, gender, and socioeconomic status. However, the presence of high social support and secure attachment was found to decrease the likelihood that explosive temperament would lead to an immature adulthood character (P < .001). In contrast, persons with the adventurous temperament were likely to have a more mature character under low social support and an immature one under high experienced social support (P < .05). Conclusions: Individuals with the explosive temperament benefit from high social support and secure attachment. From the point of view of the therapy process, this knowledge might be of importance. In contrast, individuals with the adventurous temperament were able to direct their behavior better in social environments that were not likely to support their basic temperaments.

We examined the association of perfectionism with depressive symptoms and tested whether psychological detachment from work would both mediate and moderate the association. The participants were 76 primary school teachers (87% female) who responded to measures of perfectionism (Multidimensional Inventory on Perfectionism in Sports adapted for teachers), psychological detachment from work (The Recovery Experience Questionnaire), and depressive symptoms (Beck Depression Inventory-II). Perfectionism comprised both adaptive and maladaptive dimensions. Adaptive perfectionism referred to striving for perfection, whereas maladaptive perfectionism involved negative reactions to imperfection and perceived pressure to be perfect. According to our results, negative reactions to imperfection were associated with higher depressive symptoms, and lower level of psychological detachment from work played a minor mediating role in the association. There was, however, no association between negative reactions to imperfection and higher depressive symptoms when detachment from work was high. Our findings suggest that striving for perfection and perceived pressure to be perfect might not contribute to depressive symptoms in teaching. Instead, teachers experiencing negative reactions to imperfection and low psychological detachment from work could be at risk for developing depressive symptoms. Finding ways to psychologically detach from work may benefit teachers characterized by negative reactions to imperfection.

Background: Neuroticism is a major risk factor for affective disorders. This personality trait has been hypothesized to associate with synaptic availability of the serotonin transporter (5-HTT), which critically controls serotonergic tone in the brain. However, earlier studies linking neuroticism and 5-HTT have failed to produce converging findings. Because sex affects both the serotonergic system and the risk that neuroticism poses to the individual, sex may modify the association between neuroticism and 5-HTT, but this question has not been investigated by previous studies. Methods: Here, we combined data from four different positron emission tomography imaging centers to address whether neuroticism is related to 5-HTT binding in vivo. The data set included 5-HTT binding potential (BPND) values from the thalamus and striatum, and personality scores from 91 healthy males and 56 healthy females. We specifically tested if the association between neuroticism and 5-HTT is different in females and males. Results: We found that neuroticism and thalamic 5-HTT BPND were associated in both males and females, but with opposite directionality. Higher neuroticism associated with higher 5-HTT BPND in males (standardized beta 0.292, p = .008), whereas in females, higher neuroticism associated with lower 5-HTT BPND (standardized beta -0.288, p = .014). Conclusions: The finding is in agreement with recent studies showing that the serotonergic system is involved in affective disorders differently in males and females and suggests that contribution of thalamic 5-HTT to the risk of affective disorders depends on sex.