1
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Malanchini M, Allegrini AG, Nivard MG, Biroli P, Rimfeld K, Cheesman R, von Stumm S, Demange PA, van Bergen E, Grotzinger AD, Raffington L, De la Fuente J, Pingault JB, Tucker-Drob EM, Harden KP, Plomin R. Genetic associations between non-cognitive skills and academic achievement over development. Nat Hum Behav 2024:10.1038/s41562-024-01967-9. [PMID: 39187715 DOI: 10.1038/s41562-024-01967-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 07/23/2024] [Indexed: 08/28/2024]
Abstract
Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wales. The results showed that the association between non-cognitive skills and academic achievement increased across development. Twin and polygenic scores analyses found that the links between non-cognitive genetics and academic achievement became stronger over the school years. The results from within-family analyses indicated that non-cognitive genetic effects on academic achievement could not simply be attributed to confounding by environmental differences between nuclear families, consistent with a possible role for evocative/active gene-environment correlations. By studying genetic associations through a developmental lens, we provide further insights into the role of non-cognitive skills in academic development.
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Affiliation(s)
- Margherita Malanchini
- School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK.
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK.
| | - Andrea G Allegrini
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK.
- Department of Clinical, Educational and Health Psychology, University College London, London, UK.
| | - Michel G Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Pietro Biroli
- Department of Economics, Universita' di Bologna, Bologna, Italy
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK
- Royal Holloway University of London, London, UK
| | - Rosa Cheesman
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Perline A Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Mental Health, Amsterdam Public Health Research Institute, Amsterdam, the Netherlands
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Mental Health, Amsterdam Public Health Research Institute, Amsterdam, the Netherlands
| | - Andrew D Grotzinger
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO, USA
| | - Laurel Raffington
- Max Planck Research Group Biosocial-Biology, Social Disparities and Development, Max Planck Institute for Human Development, Berlin, Germany
| | - Javier De la Fuente
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - Jean-Baptiste Pingault
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | | | - K Paige Harden
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, King's College London, London, UK
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2
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Gorelik AJ, Paul SE, Miller AP, Baranger DAA, Lin S, Zhang W, Elsayed NM, Modi H, Addala P, Bijsterbosch J, Barch DM, Karcher NR, Hatoum AS, Agrawal A, Bogdan R, Johnson EC. Associations Between Polygenic Scores for Cognitive and Non-cognitive Factors of Educational Attainment and Measures of Behavior, Psychopathology, and Neuroimaging in the Adolescent Brain Cognitive Development Study. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2023:2023.10.27.23297675. [PMID: 37961716 PMCID: PMC10635216 DOI: 10.1101/2023.10.27.23297675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2023]
Abstract
Background Both cognitive and non-cognitive (e.g., traits like curiosity) factors are critical for social and emotional functioning and independently predict educational attainment. These factors are heritable and genetically correlated with a range of health-relevant traits and behaviors in adulthood (e.g., risk-taking, psychopathology). However, whether these associations are present during adolescence, and to what extent these relationships diverge, could have implications for adolescent health and well-being. Methods Using data from 5,517 youth of European ancestry from the ongoing Adolescent Brain Cognitive DevelopmentSM Study, we examined associations between polygenic scores (PGS) for cognitive and non-cognitive factors and outcomes related to cognition, socioeconomic status, risk tolerance and decision-making, substance initiation, psychopathology, and brain structure. Results Cognitive and non-cognitive PGSs were both positively associated with cognitive performance and family income, and negatively associated with ADHD and severity of psychotic-like experiences. The cognitive PGS was also associated with greater risk-taking, delayed discounting, and anorexia, as well as lower likelihood of nicotine initiation. The cognitive PGS was further associated with cognition scores and anorexia in within-sibling analyses, suggesting these results do not solely reflect the effects of assortative mating or passive gene-environment correlations. The cognitive PGS showed significantly stronger associations with cortical volumes than the non-cognitive PGS and was associated with right hemisphere caudal anterior cingulate and pars-orbitalis in within-sibling analyses, while the non-cognitive PGS showed stronger associations with white matter fractional anisotropy and a significant within-sibling association for right superior corticostriate-frontal cortex. Conclusions Our findings suggest that PGSs for cognitive and non-cognitive factors show similar associations with cognition and socioeconomic status as well as other psychosocial outcomes, but distinct associations with regional neural phenotypes in this adolescent sample.
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Affiliation(s)
- Aaron J Gorelik
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Sarah E Paul
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Alex P Miller
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - David A A Baranger
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Shuyu Lin
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Wei Zhang
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, United States
| | - Nourhan M Elsayed
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Hailey Modi
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Pooja Addala
- Department of Psychology, Emory University, Atlanta, GA, USA
| | - Janine Bijsterbosch
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, United States
| | - Deanna M Barch
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Nicole R Karcher
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Alexander S Hatoum
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Arpana Agrawal
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Ryan Bogdan
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Emma C Johnson
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
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3
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Malanchini M, Allegrini AG, Nivard MG, Biroli P, Rimfeld K, Cheesman R, von Stumm S, Demange PA, van Bergen E, Grotzinger AD, Raffington L, De la Fuente J, Pingault JB, Harden KP, Tucker-Drob EM, Plomin R. Genetic contributions of noncognitive skills to academic development. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.04.03.535380. [PMID: 37066409 PMCID: PMC10103958 DOI: 10.1101/2023.04.03.535380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/18/2023]
Abstract
Noncognitive skills such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between noncognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and noncognitive skills contribute to academic achievement from ages 7 to 16 in a sample of over 10,000 children from England and Wales. Noncognitive skills were increasingly predictive of academic achievement across development. Twin and polygenic scores analyses found that the contribution of noncognitive genetics to academic achievement became stronger over the school years. Results from within-family analyses indicated that associations with noncognitive genetics could not simply be attributed to confounding by environmental differences between nuclear families and are consistent with a possible role for evocative/active gene-environment correlations. By studying genetic effects through a developmental lens, we provide novel insights into the role of noncognitive skills in academic development.
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Affiliation(s)
- Margherita Malanchini
- School of Biological and Behavioural Sciences, Queen Mary University of London, United Kingdom
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
| | - Andrea G. Allegrini
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
- Department of Clinical, Educational and Health Psychology, University College London, United Kingdom
| | - Michel G. Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Pietro Biroli
- Department of Economics, Universita’ di Bologna, Bologna, Italy
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
- Royal Holloway University of London, United Kingdom
| | - Rosa Cheesman
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Perline A. Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Mental Health, Amsterdam, the Netherlands
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Mental Health, Amsterdam, the Netherlands
| | - Andrew D. Grotzinger
- Institute for Behavioral Genetics, University of Colorado Boulder, United States
| | - Laurel Raffington
- Max Planck Research Group Biosocial – Biology, Social Disparities, and Development; Max Planck Institute for Human Development, Berlin, Germany
| | | | - Jean-Baptiste Pingault
- Department of Clinical, Educational and Health Psychology, University College London, United Kingdom
| | - K. Paige Harden
- Department of Psychology, The University of Texas at Austin, United States
| | | | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, King’s College London, United Kingdom
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4
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Sigmundsson H, Ingebrigtsen JE, Dybendal BH. Well-Being and Perceived Competence in School Children from 1 to 9 Class. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2116. [PMID: 36767483 PMCID: PMC9915191 DOI: 10.3390/ijerph20032116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 01/03/2023] [Accepted: 01/16/2023] [Indexed: 06/18/2023]
Abstract
Motivational aspects in reading, math, science and physical education are often studied on whole samples and not grouped into different classes. In our study we wish to investigate cross-sectional data across classes. Our research question wishes to investigate what class differences are there in school subject-based well-being and perceived competence? A total of 378 Icelandic pupils in classes 1-9 did answer a survey with nine items, focusing on how are you feeling at school, how do you like and how are you doing in reading, math, science and physical education. There were 163 girls (43%), and 202 boys (53%) ranging from 6 to 15 years of age (M = 10.86, SD = 2.57). The findings, for the whole sample, indicate that girls tend to like reading more than boys do. Additionally, girls feel that they are better in science compared to boys, while boys like physical education more than girls. In terms of classes, multiple items, including reading, math and science, indicated class differences, where higher classes (i.e., eighth and ninth class) tend to have lower average scores in how much they liked a certain topic, and how competent they felt. It is also of great interest that the correlation between 'how do you like' and 'how are you doing' are 0.53, 0.71, 0.66 and 0.66 for reading, math, science and physical activity, respectively. Well-being and perceived competence in all subjects correlate with each other, and well-being at school. This shows the importance of seeing the school as a holistic system, where experiences related to individual subjects coincide with the overall experience (and vice versa). The results are discussed in relation to self-perception, motivation and practice.
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Affiliation(s)
- Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway
- Research Center for Education and Mindset, University of Iceland, 102 Reykjavík, Iceland
| | - Jan E. Ingebrigtsen
- Department of Sociology and Political Science, Norwegian University of Science and Technology, 7491 Trondheim, Norway
| | - Benjamin H. Dybendal
- Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway
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5
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Kim Y, Gaspard H, Fleischmann M, Nagengast B, Trautwein U. What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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6
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Grätz M, Lang V, Diewald M. The effects of parenting on early adolescents' noncognitive skills: Evidence from a sample of twins in Germany. ACTA SOCIOLOGICA (COPENHAGEN, DENMARK) 2022; 65:398-419. [PMID: 36210860 PMCID: PMC9535998 DOI: 10.1177/00016993211051958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Many theories in the social sciences assume that parenting affects child development. Previous research mostly supports the notion that parenting affects the skill development of children in early childhood. There are fewer studies testing whether parenting in early adolescence has such an influence. We estimate the effects of parenting on early adolescents' noncognitive skills using data from the German Twin Family Panel (TwinLife). Specifically, we look at the effects of parenting styles, parental activities, and extracurricular activities on the academic self-concept, motivation, self-esteem, self-efficacy, and locus of control of 10 to 14 years old children. To control for unobserved heterogeneity and reverse causality, we employ twin fixed-effects models combined with longitudinal information. In addition, MZ twin fixed effects models also control for genetic confounding. Our findings provide no support to the notion that parenting styles, parental activities, and extracurricular activities in early adolescence affect the development of children's noncognitive skills. We conclude that our results, in combination with the majority of evidence from previous research, are in line with a model according to which parenting has larger effects on the skill development of children in early childhood than in early adolescence.
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Affiliation(s)
- Michael Grätz
- University of Lausanne, Switzerland
- Stockholm University, Sweden
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7
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Garon-Carrier G, Bégin V, Brendgen M, Vitaro F, Ouellet-Morin I, Dionne G, Boivin M. Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy. EDUCATIONAL POLICY (LOS ALTOS, CALIF.) 2022; 36:1850-1875. [PMID: 36159629 PMCID: PMC9493409 DOI: 10.1177/08959048211015626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on twins' social development. In contrast, this study provides evidence that educating twins together is associated with modest positive twins' behaviors and social functioning at school. Implications for educational policies are further discussed.
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Affiliation(s)
| | | | - Mara Brendgen
- Université du Québec à Montréal,
Montreal, QC, Canada
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8
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Demange PA, Hottenga JJ, Abdellaoui A, Eilertsen EM, Malanchini M, Domingue BW, Armstrong-Carter E, de Zeeuw EL, Rimfeld K, Boomsma DI, van Bergen E, Breen G, Nivard MG, Cheesman R. Estimating effects of parents' cognitive and non-cognitive skills on offspring education using polygenic scores. Nat Commun 2022; 13:4801. [PMID: 35999215 PMCID: PMC9399113 DOI: 10.1038/s41467-022-32003-x] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 07/12/2022] [Indexed: 12/12/2022] Open
Abstract
Understanding how parents' cognitive and non-cognitive skills influence offspring education is essential for educational, family and economic policy. We use genetics (GWAS-by-subtraction) to assess a latent, broad non-cognitive skills dimension. To index parental effects controlling for genetic transmission, we estimate indirect parental genetic effects of polygenic scores on childhood and adulthood educational outcomes, using siblings (N = 47,459), adoptees (N = 6407), and parent-offspring trios (N = 2534) in three UK and Dutch cohorts. We find that parental cognitive and non-cognitive skills affect offspring education through their environment: on average across cohorts and designs, indirect genetic effects explain 36-40% of population polygenic score associations. However, indirect genetic effects are lower for achievement in the Dutch cohort, and for the adoption design. We identify potential causes of higher sibling- and trio-based estimates: prenatal indirect genetic effects, population stratification, and assortative mating. Our phenotype-agnostic, genetically sensitive approach has established overall environmental effects of parents' skills, facilitating future mechanistic work.
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Affiliation(s)
- Perline A Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centers, Amsterdam, The Netherlands.
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
| | - Jouke Jan Hottenga
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Abdel Abdellaoui
- Department of Psychiatry, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands
| | - Espen Moen Eilertsen
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Margherita Malanchini
- Department of Biological and Experimental Psychology, School of Biological and Chemical Sciences, Queen Mary University of London, London, UK
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Benjamin W Domingue
- Graduate School of Education, Stanford University, Stanford, CA, USA
- Center for Population Health Sciences, Stanford University, Stanford, CA, USA
- Center for Education Policy Analysis, Stanford University, Stanford, CA, USA
| | - Emma Armstrong-Carter
- Graduate School of Education, Stanford University, Stanford, CA, USA
- Center for Education Policy Analysis, Stanford University, Stanford, CA, USA
| | - Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Kaili Rimfeld
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology, Royal Holloway University of London, London, UK
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Gerome Breen
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- NIHR Maudsley Biomedical Research Centre, South London and Maudsley NHS Trust, London, UK
| | - Michel G Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Rosa Cheesman
- PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway.
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
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9
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Starr A, Riemann R. Common genetic and environmental effects on cognitive ability, conscientiousness, self-perceived abilities, and school performance. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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10
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Vogt RL, Zheng A, Briley DA, Malanchini M, Harden KP, Tucker-Drob EM. Genetic and Environmental Factors of Non-Ability-Based Confidence. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2022; 13:734-746. [PMID: 39006758 PMCID: PMC11244733 DOI: 10.1177/19485506211036610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Non-ability-based confidence is confidence in one's ability that is not calibrated to actual ability. Here, we examine what psychological factors are associated with possessing more or less confidence relative to one's ability and to what extent genetic and environmental processes contribute to these links. Using data from the Texas Twin Project (N = 1,588 participants, aged 7-15 years), we apply a latent variable residual approach to calculate non-ability-based confidence as self-rated confidence net of ability on standardized cognitive tests. Non-ability-based confidence was modestly heritable (9%-28%) and strongly positively correlated with the need for cognition, mastery goal orientation, grit, openness, and emotional stability. These correlations were partly mediated by genetic factors (57% of the association on average). This widespread pattern of associations between non-ability-based confidence and several other measures of thinking, feeling, and acting suggest that non-ability-based confidence can be conceptualized as a personality attribute.
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Affiliation(s)
| | - Anqing Zheng
- University of Illinois at Urbana–Champaign, IL, USA
| | | | | | - K. Paige Harden
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
- Population Research Center, University of Texas at Austin, Austin, TX, USA
| | - Elliot M. Tucker-Drob
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
- Population Research Center, University of Texas at Austin, Austin, TX, USA
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11
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Kostrzewa-Nowak D, Nowak R, Kubaszewska J, Gos W. Interdisciplinary Approach to Biological and Health Implications in Selected Professional Competences. Brain Sci 2022; 12:brainsci12020236. [PMID: 35203999 PMCID: PMC8870650 DOI: 10.3390/brainsci12020236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 01/28/2022] [Accepted: 02/05/2022] [Indexed: 01/09/2023] Open
Abstract
Everyday life’s hygiene and professional realities, especially in economically developed countries, indicate the need to modify the standards of pro-health programs as well as modern hygiene and work ergonomics programs. These observations are based on the problem of premature death caused by civilization diseases. The biological mechanisms associated with financial risk susceptibility are well described, but there is little data explaining the biological basis of neuroaccounting. Therefore, the aim of the study was to present relationships between personality traits, cognitive competences and biological factors shaping behavioral conditions in a multidisciplinary aspect. This critical review paper is an attempt to compile biological and psychological factors influencing the development of professional competences, especially decent in the area of accounting and finance. We analyzed existing literature from wide range of scientific disciplines (including economics, psychology, behavioral genetics) to create background to pursuit multidisciplinary research models in the field of neuroaccounting. This would help in pointing the best genetically based behavioral profile of future successful financial and accounting specialists.
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Affiliation(s)
- Dorota Kostrzewa-Nowak
- Institute of Physical Culture Sciences, University of Szczecin, 17C Narutowicza St., 70-240 Szczecin, Poland; (R.N.); (J.K.)
- Correspondence:
| | - Robert Nowak
- Institute of Physical Culture Sciences, University of Szczecin, 17C Narutowicza St., 70-240 Szczecin, Poland; (R.N.); (J.K.)
| | - Joanna Kubaszewska
- Institute of Physical Culture Sciences, University of Szczecin, 17C Narutowicza St., 70-240 Szczecin, Poland; (R.N.); (J.K.)
| | - Waldemar Gos
- Institute of Economy and Finance, University of Szczecin, 64 Mickiewicza St., 71-101 Szczecin, Poland;
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12
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Starr A, Riemann R. Chasing Environmental Influences on School Grades in Childhood and Adolescence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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13
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Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort. Transl Psychiatry 2021; 11:563. [PMID: 34741011 PMCID: PMC8571267 DOI: 10.1038/s41398-021-01661-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 09/22/2021] [Accepted: 10/01/2021] [Indexed: 11/27/2022] Open
Abstract
Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ([Formula: see text] = 0.1-0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures.
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14
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Hornburg CB, Borriello GA, Kung M, Lin J, Litkowski E, Cosso J, Ellis A, King Y, Zippert E, Cabrera NJ, Davis-Kean P, Eason SH, Hart SA, Iruka IU, LeFevre JA, Simms V, Susperreguy MI, Cahoon A, Chan WWL, Cheung SK, Coppola M, De Smedt B, Elliott L, Estévez-Pérez N, Gallagher-Mitchell T, Gardner-Neblett N, Gilmore C, Leyva D, Maloney EA, Manolitsis G, Melzi G, Mutaf-Yıldız B, Nelson G, Niklas F, Pan Y, Ramani GB, Skwarchuk SL, Sonnenschein S, Purpura DJ. Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. JOURNAL OF NUMERICAL COGNITION 2021; 7:195-220. [PMID: 34778511 PMCID: PMC8589301 DOI: 10.5964/jnc.6143] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct - focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
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Affiliation(s)
| | | | | | - Joyce Lin
- California State University, Fullerton
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15
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Demange PA, Malanchini M, Mallard TT, Biroli P, Cox SR, Grotzinger AD, Tucker-Drob EM, Abdellaoui A, Arseneault L, van Bergen E, Boomsma DI, Caspi A, Corcoran DL, Domingue BW, Harris KM, Ip HF, Mitchell C, Moffitt TE, Poulton R, Prinz JA, Sugden K, Wertz J, Williams BS, de Zeeuw EL, Belsky DW, Harden KP, Nivard MG. Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction. Nat Genet 2021; 53:35-44. [PMID: 33414549 PMCID: PMC7116735 DOI: 10.1038/s41588-020-00754-2] [Citation(s) in RCA: 102] [Impact Index Per Article: 34.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Accepted: 11/19/2020] [Indexed: 01/28/2023]
Abstract
Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n = 1,131,881) and cognitive test performance (n = 257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We identified 157 genome-wide-significant loci and a polygenic architecture accounting for 57% of genetic variance in educational attainment. Noncognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. Noncognitive genetics were further distinguished by associations with personality traits, less risky behavior and increased risk for certain psychiatric disorders. For socioeconomic success and longevity, noncognitive and cognitive-performance genetics demonstrated associations of similar magnitude. By conducting a GWAS of a phenotype that was not directly measured, we offer a view of genetic architecture of noncognitive skills influencing educational success.
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Affiliation(s)
- Perline A Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centers, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Margherita Malanchini
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, UK
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
| | - Travis T Mallard
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
| | - Pietro Biroli
- Department of Economics, University of Zurich, Zurich, Switzerland
| | - Simon R Cox
- Lothian Birth Cohorts group, Department of Psychology, University of Edinburgh, Edinburgh, UK
| | | | - Elliot M Tucker-Drob
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
- Population Research Center, University of Texas at Austin, Austin, TX, USA
| | - Abdel Abdellaoui
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Department of Psychiatry, Amsterdam UMC, University of Amsterdam, Amsterdam, the Netherlands
| | - Louise Arseneault
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Avshalom Caspi
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
- Center for Genomic and Computational Biology, Duke University, Durham, NC, USA
| | - David L Corcoran
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
| | - Benjamin W Domingue
- Stanford Graduate School of Education, Stanford University, Palo Alto, CA, USA
| | - Kathleen Mullan Harris
- Department of Sociology and Carolina Population Center, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Hill F Ip
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Colter Mitchell
- Institute for Social Research, University of Michigan, Ann Arbor, MI, USA
| | - Terrie E Moffitt
- Social, Genetic and Developmental Psychiatric Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
- Center for Genomic and Computational Biology, Duke University, Durham, NC, USA
| | - Richie Poulton
- Department of Psychology and Dunedin Multidisciplinary Health and Development Research Unit, University of Otago, Dunedin, New Zealand
| | - Joseph A Prinz
- Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
| | - Karen Sugden
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
| | - Jasmin Wertz
- Department of Psychology & Neuroscience, Duke University, Durham, NC, USA
| | | | - Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Daniel W Belsky
- Department of Epidemiology, Columbia University Mailman School of Public Health, New York, NY, USA.
- Robert N. Butler Columbia Aging Center, Columbia University, New York, NY, USA.
| | - K Paige Harden
- Department of Psychology, University of Texas at Austin, Austin, TX, USA.
| | - Michel G Nivard
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.
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16
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Malanchini M, Rimfeld K, Allegrini AG, Ritchie SJ, Plomin R. Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Neurosci Biobehav Rev 2020; 111:229-245. [PMID: 31968216 PMCID: PMC8048133 DOI: 10.1016/j.neubiorev.2020.01.016] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 11/30/2019] [Accepted: 01/17/2020] [Indexed: 01/07/2023]
Abstract
Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.
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Affiliation(s)
- Margherita Malanchini
- Department of Biological and Experimental Psychology, Queen Mary University of London, United Kingdom; Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom; Population Research Center, The University of Texas at Austin, United States.
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
| | - Andrea G Allegrini
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
| | - Stuart J Ritchie
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
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17
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Psychosocial Twin Cohort Studies in Japan: The Keio Twin Research Center (KoTReC). Twin Res Hum Genet 2020; 22:591-596. [PMID: 31937382 DOI: 10.1017/thg.2019.109] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The Keio Twin Research Center (KoTReC) was established in 2009 at Keio University to combine two longitudinal cohort projects - the Keio Twin Study (KTS) for adolescence and adulthood and the Tokyo Twin Cohort Project (ToTCoP) for infancy and childhood. KoTReC also conducted a two-time panel study of self-control and psychopathology in twin adolescence in 2012 and 2013 and three independent anonymous cross-sectional twin surveys (ToTcross) before 2012 - the ToTCross, the Junior and Senior High School Survey and the High School Survey. This article introduces the recent research designs of KoTReC and its publications.
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18
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The genetic and environmental effects on school grades in late childhood and adolescence. PLoS One 2020; 14:e0225946. [PMID: 31891583 PMCID: PMC6938312 DOI: 10.1371/journal.pone.0225946] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Accepted: 11/05/2019] [Indexed: 11/19/2022] Open
Abstract
As academic achievement can have a major impact on the development of social inequalities we set out to explore how performance differences arise. Using data of the German twin study TwinLife, genetic and environmental effects on school grades in mathematics, German and the grade point average in two age cohorts (11 and 17 years old) were identified. Structural equation modelling on the data of 432 monozygotic and 529 dizygotic twin pairs as well as 317 siblings of the twins showed substantial genetic effects (up to 62%) in both cohorts on all three variables. Next to genetic influences, the twin-specific environment as well as non-shared environmental influences were found to explain the interindividual differences in mathematics and German as well as the grade point average. A cohort effect showing itself in higher heritability in the older cohort was found for mathematics and the grade point average but not for German. Moreover, we compared twins who were assigned to the same classroom to those twins who were assigned to different classrooms and found lower effects of the twin-specific shared environment in the latter group. Our study thereby contributes to the understanding of the etiology of interindividual differences in academic achievement in the numeracy and literacy domain in two age cohorts.
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19
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Abstract
This paper is a revised and updated edition of a previous description of the Quebec Newborn Twin Study (QNTS), an ongoing prospective longitudinal follow-up of a birth cohort of twins born between 1995 and 1998 in the greater Montreal area, Québec, Canada. The goal of QNTS is to document individual differences in the cognitive, behavioral, and social-emotional aspects of developmental health across childhood, their early genetic and environmental determinants, as well as their putative role in later social-emotional adjustment, school, health, and occupational outcomes. A total of 662 families of twins were initially assessed when the twins were aged 6 months. These twins and their family were then followed regularly. QNTS now has 16 waves of data collected or planned, including 5 in preschool. Over the last 24 years, a broad range of physiological, cognitive, behavioral, school, and health phenotypes were documented longitudinally through multi-informant and multimethod measurements. QNTS also entails extended and detailed multilevel assessments of proximal (e.g., parenting behaviors, peer relationships) and distal (e.g., family income) features of the child's environment. QNTS children and a subset of their parents have been genotyped, allowing for the computation of a variety of polygenic scores. This detailed longitudinal information makes QNTS uniquely suited for the study of the role of the early years and gene-environment transactions in development.
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20
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West LM, Cordina M. Medication and Medication Wastage: Short-Term and Long-Term Effects of an Educational Intervention Among School Children. Glob Pediatr Health 2019; 6:2333794X19848670. [PMID: 31106250 PMCID: PMC6506913 DOI: 10.1177/2333794x19848670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2018] [Revised: 04/11/2019] [Accepted: 04/15/2019] [Indexed: 11/17/2022] Open
Abstract
Background. Education should support the gradual development of
students’ necessary abilities to empower them in participating in
decision-making together with health care professionals. Aim.
The aim of this study was (1) to evaluate baseline knowledge regarding
medication and medication wastage among primary school children and (2) to
determine the short- and long-term effects of an educational intervention.
Methods. Ten primary state schools around Malta were
invited to participate; 5 accepted participation (3 control and 2 intervention).
Children aged 9 to 12 years attending the sixth grade completed a self-reported
questionnaire containing 20 questions, with total scores ranging from 0 to 20.
Students from the intervention classes filled in a questionnaire pre and post an
educational seminar. All students answered the questionnaire again after 8
months. ANOVA (analysis of variance) with repeated measures was used to compare
difference between preintervention and postintervention mean scores.
Results. Overall, 40.8% (160/392) of children participated.
Mean ± SD age was 10 ± 0.4years; 52.5% (n = 84) were boys. Average
preintervention knowledge score for all 5 schools was 11.5 ± 3.6, with 43.1% (n
= 69) obtaining responses ≥13 (median). A repeated-measures ANOVA with a
Greenhouse-Geisser correction determined that mean knowledge scores differed
significantly between preintervention and postintervention
(F[1, 81.000] = 75.190, P < .0005).
Intervention students retained a significant increase in knowledge scores at 8
months (P = .026). Discussion and Conclusion.
The significantly improved knowledge score following the educational
intervention both in the short- and long-term demonstrated the success of the
intervention. These findings provide a basis for the introduction of education
about medication and medication wastage in schools.
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Affiliation(s)
- Lorna Marie West
- Medicines Use Research Group, Department of Clinical Pharmacology and Therapeutics, University of Malta, Msida, Malta
| | - Maria Cordina
- Medicines Use Research Group, Department of Clinical Pharmacology and Therapeutics, University of Malta, Msida, Malta
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21
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Zheng A, Briley DA, Malanchini M, Tackett JL, Harden KP, Tucker-Drob EM. Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age. EUROPEAN JOURNAL OF PERSONALITY 2019; 33:317-336. [PMID: 34083874 PMCID: PMC8171310 DOI: 10.1002/per.2202] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favorable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large (N = 891 twin pairs) cross-sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age.
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Affiliation(s)
- Anqing Zheng
- Department of Psychology, University of Illinois at Urbana-Champaign
| | - Daniel A Briley
- Department of Psychology, University of Illinois at Urbana-Champaign
| | | | | | - K Paige Harden
- Population Research Center, University of Texas at Austin
- Department of Psychology, University of Texas at Austin
| | - Elliot M Tucker-Drob
- Population Research Center, University of Texas at Austin
- Department of Psychology, University of Texas at Austin
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22
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Chapman R, Likhanov M, Selita F, Zakharov I, Smith-Woolley E, Kovas Y. New literacy challenge for the twenty-first century: genetic knowledge is poor even among well educated. J Community Genet 2019; 10:73-84. [PMID: 29589204 PMCID: PMC6325037 DOI: 10.1007/s12687-018-0363-7] [Citation(s) in RCA: 62] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Accepted: 03/07/2018] [Indexed: 11/10/2022] Open
Abstract
We live in an age of rapidly advancing genetic research. This research is generating new knowledge that has implications for personal health and well-being. The present study assessed the level of genetic knowledge and personal engagement with genetics in a large sample (N = 5404) of participants. Participants received secondary education in 78 countries, with the largest samples from Russia, the UK and the USA. The results showed significant group differences in genetic knowledge between different countries, professions, education levels and religious affiliations. Overall, genetic knowledge was poor. The questions were designed to assess basic genetic literacy. However, only 1.2% of participants answered all 18 questions correctly, and the average score was 65.5%. Genetic knowledge was related to peoples' attitudes towards genetics. For example, those with greater genetic knowledge were on average more willing to use genetic knowledge for their personal health management. Based on the results, the paper proposes a number of immediate steps that societies can implement to empower the public to benefit from ever-advancing genetic knowledge.
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Affiliation(s)
- Robert Chapman
- Department of Psychology, Goldsmiths, University of London, New Cross, London, UK
| | | | - Fatos Selita
- Tomsk State University, Tomsk, Russia
- IBL Consultancy, London, UK
| | - Ilya Zakharov
- Psychological Institute of the Russian Academy of Education, Moscow, Russia
| | - Emily Smith-Woolley
- Social, Genetic and Developmental Psychiatry Centre, King's College, London, UK
| | - Yulia Kovas
- Department of Psychology, Goldsmiths, University of London, New Cross, London, UK.
- Tomsk State University, Tomsk, Russia.
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23
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Tosto MG, Garon-Carrier G, Gross S, Petrill SA, Malykh S, Malki K, Hart SA, Thompson L, Karadaghi RL, Yakovlev N, Tikhomirova T, Opfer JE, Mazzocco MMM, Dionne G, Brendgen M, Vitaro F, Tremblay RE, Boivin M, Kovas Y. The nature of the association between number line and mathematical performance: An international twin study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 89:787-803. [PMID: 30548254 DOI: 10.1111/bjep.12259] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2018] [Revised: 10/29/2018] [Indexed: 01/29/2023]
Abstract
BACKGROUND The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. AIMS This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. SAMPLES We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students. METHODS Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. RESULTS Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component. CONCLUSIONS Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.
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Affiliation(s)
- Maria Grazia Tosto
- Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia
| | | | - Susan Gross
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, Columbus, Ohio, USA
| | - Sergey Malykh
- Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.,Psychological Institute, Russian Academy of Education, Moscow, Russia
| | - Karim Malki
- MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK
| | - Sara A Hart
- Department of Psychology, Florida Center for Reading Research, The Florida State University, Tallahassee, Florida, USA
| | - Lee Thompson
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - Rezhaw L Karadaghi
- MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK
| | - Nikita Yakovlev
- Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia
| | | | - John E Opfer
- Department of Psychology, The Ohio State University, Columbus, Ohio, USA
| | - Michèle M M Mazzocco
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Ginette Dionne
- School of Psychology, Université Laval, Québec City, Québec, Canada
| | - Mara Brendgen
- Department of Psychology, School of Psychology, Université du Québec à Montréal, Québec, Canada
| | - Frank Vitaro
- Department of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada
| | - Richard E Tremblay
- Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.,Department of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada.,School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, Ireland
| | - Michel Boivin
- Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.,School of Psychology, Université Laval, Québec City, Québec, Canada
| | - Yulia Kovas
- Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.,MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.,Department of Psychology, University of London, UK
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24
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Wai J, Brown MI, Chabris CF. Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy. J Intell 2018; 6:E37. [PMID: 31162464 PMCID: PMC6480800 DOI: 10.3390/jintelligence6030037] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Revised: 07/16/2018] [Accepted: 07/27/2018] [Indexed: 11/16/2022] Open
Abstract
In education research and education policy, much attention is paid to schools, curricula, and teachers, but little attention is paid to the characteristics of students. Differences in general cognitive ability (g) are often overlooked as a source of important variance among schools and in outcomes among students within schools. Standardized test scores such as the SAT and ACT are reasonably good proxies for g and are available for most incoming college students. Though the idea of g being important in education is quite old, we present contemporary evidence that colleges and universities in the United States vary considerably in the average cognitive ability of their students, which correlates strongly with other methods (including international methods) of ranking colleges. We also show that these g differences are reflected in the extent to which graduates of colleges are represented in various high-status and high-income occupations. Finally, we show how including individual-level measures of cognitive ability can substantially increase the statistical power of experiments designed to measure educational treatment effects. We conclude that education policy researchers should give more consideration to the concept of individual differences in cognitive ability as well as other factors.
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Affiliation(s)
- Jonathan Wai
- Department of Education Reform, University of Arkansas, Fayetteville, AR 72701, USA.
| | - Matt I Brown
- Autism & Developmental Medicine Institute, Geisinger Health System, Lewisburg, PA 17837, USA.
| | - Christopher F Chabris
- Autism & Developmental Medicine Institute, Geisinger Health System, Lewisburg, PA 17837, USA.
- Institute for Advanced Study in Toulouse, 31015 Toulouse, France.
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25
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Yu MC, Zheng XT, Wang GG, Dai Y, Yan B. When does motivation to learn reduce innovative behavior? An examination of mediated-moderation model. BALTIC JOURNAL OF MANAGEMENT 2018. [DOI: 10.1108/bjm-09-2017-0279] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to test and explain the context where motivation to learn (MTL) reduces innovative behavior in the organizational context.
Design/methodology/approach
The authors used questionnaire survey to collect data in a field study. In order to test the moderating effect of transfer climate, MTL on the relationship between MTL and innovative behavior, a sample of 606 employees was analyzed to examine the theoretical expectation by using multiple regression and bootstrapping.
Findings
The authors found employees motivated to learn showed less innovative behavior when perceived transfer climate is less favorable. The authors further revealed that motivation to transfer mediates the moderating effect of transfer climate for the relationship between MTL and innovative behavior.
Research limitations/implications
One suggestion for further research is to investigate the relationship among the four constructs by using multi-source, multi-wave and multi-level method.
Practical implications
This study provides several useful guidance of how organization and manager avoid the negative effects of MTL through encouraging employees to learn new knowledge and skills, and providing employee opportunities to use their acquired knowledge and skills.
Originality/value
The authors contribute to the motivational literature by taking a step further to understand the effect of MTL. The authors propose and confirm that employee MTL can lead to negative outcomes when individuals perceived transfer climate is low. The results offer new insight beyond previous findings on positive or non-significant relationship between MTL and innovative behavior. The results further show that this interactive effect is induced by motivation to transfer. Particularly, low transfer climate reduces individuals’ motivation to transfer, and individuals with high MTL have low innovative behavior when they are less motivated to transfer.
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Abstract
SummaryResearch has established that genetic differences among people explain a greater or smaller proportion of the variation in life outcomes in different environmental conditions. This review evaluates the results of recent educationally relevant behavioural genetic studies and meta-analyses in the context of recent trends in income and wealth distribution. The pattern of results suggests that inequality and social policies can have profound effects on the heritability of educational attainment and achievement in a population (Gene–Gini interplay). For example, heritability is generally higher at greater equality levels, suggesting that inequality stifles the expression of educationally relevant genetic propensities. The review concludes with a discussion of the mechanisms of Gene–Gini interplay and what the findings mean for efforts to optimize education for all people.
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Abstract
Peer bullying and victimization are a widespread phenomenon among school-age children and can have detrimental effects on the development of children. To examine whether having a close companion during childhood increases or decreases risk of victimization and bullying, this study compared twins to singleton children. A large group of twins (n = 9,909) were included who were compared to their related non-twin siblings (n = 1,534) aged 7-12 from the Netherlands Twin Register, thus creating optimal matching between twins and non-twins. Bullying and victimization were each based on a four-item scale filled out by their teachers. Prevalence rates for either bullying or victimization did not differ between twins and singletons. In total, in the past couple of months, 36% of children bullied peers moderately to severely, and 35% suffered moderately to severely from victimization. Boys were more likely to bully and were more prone to becoming a victim than girls. The most notable finding is that female twin pairs placed together in the same classroom did not bully more often, but were victimized less often, thus pointing to a protective effect of having a close companion in the classroom.
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Malanchini M, Wang Z, Voronin I, Schenker VJ, Plomin R, Petrill SA, Kovas Y. Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time. Dev Psychol 2017; 53:698-712. [PMID: 28333527 PMCID: PMC5363396 DOI: 10.1037/dev0000209] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation-achievement association and its genetic and environmental underpinnings. Applying cross-lagged design in a sample of 13,825 twins, we examined the relative contribution of genetic and environmental factors to the association between reading enjoyment and self-perceived ability and reading achievement. Children completed a reading comprehension task and self-reported their reading enjoyment and perceived ability twice in middle childhood: when they were 9-10 and 12 years old. Results showed a modest reciprocal association over time between reading motivation (enjoyment and perceived ability) and reading achievement. Reading motivation at age 9-10 statistically predicted the development of later achievement, and similarly, reading achievement at age 9-10 predicted the development of later motivation. This reciprocal association was observed beyond the stability of the variables and their contemporaneous correlation and was largely explained by genetic factors. (PsycINFO Database Record
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Affiliation(s)
| | - Zhe Wang
- Center for Gerontology, Virginia Tech
| | - Ivan Voronin
- Psychological Institute of Russian Academy of Education
| | | | - Robert Plomin
- MRC Social, Genetic, & Developmental Psychiatry Centre, Institute of Psychiatry, King's College London
| | | | - Yulia Kovas
- Psychology Department, Goldsmiths University of London
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29
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The genetic and environmental aetiology of spatial, mathematics and general anxiety. Sci Rep 2017; 7:42218. [PMID: 28220830 PMCID: PMC5318949 DOI: 10.1038/srep42218] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2016] [Accepted: 01/06/2017] [Indexed: 01/03/2023] Open
Abstract
Individuals differ in their level of general anxiety as well as in their level of anxiety towards specific activities, such as mathematics and spatial tasks. Both specific anxieties correlate moderately with general anxiety, but the aetiology of their association remains unexplored. Moreover, the factor structure of spatial anxiety is to date unknown. The present study investigated the factor structure of spatial anxiety, its aetiology, and the origins of its association with general and mathematics anxiety in a sample of 1,464 19-21-year-old twin pairs from the UK representative Twins Early Development Study. Participants reported their general, mathematics and spatial anxiety as part of an online battery of tests. We found that spatial anxiety is a multifactorial construct, including two components: navigation anxiety and rotation/visualization anxiety. All anxiety measures were moderately heritable (30% to 41%), and non-shared environmental factors explained the remaining variance. Multivariate genetic analysis showed that, although some genetic and environmental factors contributed to all anxiety measures, a substantial portion of genetic and non-shared environmental influences were specific to each anxiety construct. This suggests that anxiety is a multifactorial construct phenotypically and aetiologically, highlighting the importance of studying anxiety within specific contexts.
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30
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Tucker-Drob EM, Briley DA, Engelhardt LE, Mann FD, Harden KP. Genetically-mediated associations between measures of childhood character and academic achievement. J Pers Soc Psychol 2016; 111:790-815. [PMID: 27337136 PMCID: PMC5073013 DOI: 10.1037/pspp0000098] [Citation(s) in RCA: 67] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Researchers and the general public have become increasingly intrigued by the roles that systematic tendencies toward thinking, feeling, and behaving might play in academic achievement. Some measures of constructs belonging to this group have been well studied in genetics and psychometrics, while much less is known about measures of other such constructs. The current study focuses on 7 character traits prominently featured in influential intervention-oriented and/or socialization theories of academic achievement: grit, intellectual curiosity, intellectual self-concept, mastery orientation, educational value, intelligence mindset, and test motivation. In a population-based sample of 811 school-aged twins and triplets from the Texas Twin Project, we tested (a) how each measure relates to indices of the Big Five personality traits, (b) how the measures relate to one another, (c) the extent to which each measure is associated with genetic and environmental influences and whether such influences operate through common dimensions of individual differences, and (d) the extent to which genetic and environmental factors mediate the relations between fluid intelligence, character measures, verbal knowledge, and academic achievement. We find moderate relations among the measures that can be captured by a highly heritable common dimension representing a mixture of Openness and Conscientiousness. Moreover, genetically influenced variance in the character measures is associated with multiple measures of verbal knowledge and academic achievement, even after controlling for fluid intelligence. In contrast, environmentally influenced variance in character is largely unrelated to knowledge and achievement outcomes. We propose that character measures popularly used in education may be best conceptualized as indexing facets of personality that are of particular relevance to academic achievement. (PsycINFO Database Record
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Affiliation(s)
- Elliot M. Tucker-Drob
- Department of Psychology, University of Texas at Austin
- Population Research Center, University of Texas at Austin
| | - Daniel A. Briley
- Department of Psychology, University of Illinois at Urbana-Champaign
| | | | - Frank D. Mann
- Department of Psychology, University of Texas at Austin
| | - K. Paige Harden
- Department of Psychology, University of Texas at Austin
- Population Research Center, University of Texas at Austin
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31
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Tosto MG, Asbury K, Mazzocco MMM, Petrill SA, Kovas Y. From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. LEARNING AND INDIVIDUAL DIFFERENCES 2016; 50:260-269. [PMID: 27766018 PMCID: PMC5063534 DOI: 10.1016/j.lindif.2016.07.009] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed. Can learning environment (classroom) and intrapersonal factors (self-perceived ability and interest) predict maths at age 16? Intrapersonal factors are associated with maths performance at 16. Learning environments are associated with intrapersonal factors at this age. In particular, perceived maths classroom environment predicts interest in maths. Intrapersonal factors mediate the relationship between perceived classroom environment and maths performance.
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Affiliation(s)
- Maria G Tosto
- Psychology in Education Research Centre, Department of Education, University of York, York YO10 5DD, United Kingdom; Department of Psychology, Tomsk State University, 36, Lenina Avenue, Tomsk 634050, Russia
| | - Kathryn Asbury
- Psychology in Education Research Centre, Department of Education, University of York, York YO10 5DD, United Kingdom
| | - Michèle M M Mazzocco
- Institute of Child Development, University of Minnesota, Minneapolis, MN 55455, United States
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, Columbus, OH 43210, United States
| | - Yulia Kovas
- Department of Psychology, Goldsmiths, University of London, London SE14 6NW, United Kingdom; Department of Psychology, Tomsk State University, 36, Lenina Avenue, Tomsk 634050, Russia; SGDP Centre (PO80), Institute of Psychiatry, King's College London, De Crespigny Park, London SE5 8AF, United Kingdom
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32
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Genetics affects choice of academic subjects as well as achievement. Sci Rep 2016; 6:26373. [PMID: 27310577 PMCID: PMC4910524 DOI: 10.1038/srep26373] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2015] [Accepted: 04/28/2016] [Indexed: 11/08/2022] Open
Abstract
We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which subjects to study. Here, for the first time, we show that choosing to do A-levels and the choice of subjects show substantial genetic influence, as does performance after two years studying the chosen subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52-80% for choice of subject. Achievement after two years was also highly heritable (35-76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.
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33
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Schenker VJ, Petrill SA. Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension. JOURNAL OF COMMUNICATION DISORDERS 2015; 57:94-105. [PMID: 26321677 PMCID: PMC4609295 DOI: 10.1016/j.jcomdis.2015.07.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2015] [Revised: 07/30/2015] [Accepted: 07/31/2015] [Indexed: 06/04/2023]
Abstract
This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects.
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Affiliation(s)
- Victoria J Schenker
- Department of Psychology, The Ohio State University, 239 Psychology Building, 1835 Neil Ave., Columbus, OH 43220, USA.
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, 239 Psychology Building, 1835 Neil Ave., Columbus, OH 43220, USA
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