1
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Ruks M. Testing for SES differences in the responsiveness of educational expectations in a twin design. PLoS One 2023; 18:e0290454. [PMID: 37616206 PMCID: PMC10449174 DOI: 10.1371/journal.pone.0290454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 08/08/2023] [Indexed: 08/26/2023] Open
Abstract
In this article I test whether students' educational expectations respond to prior academic performance and whether this responsiveness varies by socio-economic status (SES). The responsiveness of high-SES students' expectations may be lower as suggested by the compensatory advantage mechanism or higher because of alienation processes of low-SES students. However, the association between achievement and expectations may be in part spurious because of unobserved social and genetic confounders. This issue is largely ignored by previous research. Therefore, in this paper I estimate behavioral genetic twin models that take into account the possible confounding of the responsiveness of expectations to performance by unobserved genetic and social influences. While students' expectations respond to prior performance, this responsiveness is reduced by more than half once unobserved genetic and social confounders are accounted for. Also, SES differences in responsiveness to performance are completely accounted for by high-SES students' expectations being less responsive to prior levels of cognitive ability. So, this study shows the relevance of taking different types of confounding into account when studying the formation of educational expectations.
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Affiliation(s)
- Mirko Ruks
- Faculty of Sociology, Bielefeld University, Bielefeld, Germany
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2
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Mitchell BL, Hansell NK, McAloney K, Martin NG, Wright MJ, Renteria ME, Grasby KL. Polygenic influences associated with adolescent cognitive skills. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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3
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Sedgwick-Müller JA, Müller-Sedgwick U, Adamou M, Catani M, Champ R, Gudjónsson G, Hank D, Pitts M, Young S, Asherson P. University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry 2022; 22:292. [PMID: 35459116 PMCID: PMC9027028 DOI: 10.1186/s12888-022-03898-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 03/15/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is associated with poor educational outcomes that can have long-term negative effects on the mental health, wellbeing, and socio-economic outcomes of university students. Mental health provision for university students with ADHD is often inadequate due to long waiting times for access to diagnosis and treatment in specialist National Health Service (NHS) clinics. ADHD is a hidden and marginalised disability, and within higher education in the UK, the categorisation of ADHD as a specific learning difference (or difficulty) may be contributing to this. AIMS This consensus aims to provide an informed understanding of the impact of ADHD on the educational (or academic) outcomes of university students and highlight an urgent need for timely access to treatment and management. METHODS The UK Adult ADHD Network (UKAAN) convened a meeting of practitioners and experts from England, Wales, and Scotland, to discuss issues that university students with ADHD can experience or present with during their programme of studies and how best to address them. A report on the collective analysis, evaluation, and opinions of the expert panel and published literature about the impact of ADHD on the educational outcomes of university students is presented. RESULTS A consensus was reached that offers expert advice, practical guidance, and recommendations to support the medical, education, and disability practitioners working with university students with ADHD. CONCLUSIONS Practical advice, guidance, and recommendations based on expert consensus can inform the identification of ADHD in university students, personalised interventions, and educational support, as well as contribute to existing research in this topic area. There is a need to move away from prevailing notions within higher education about ADHD being a specific learning difference (or difficulty) and attend to the urgent need for university students with ADHD to have timely access to treatment and support. A multimodal approach can be adapted to support university students with ADHD. This approach would view timely access to treatment, including reasonable adjustments and educational support, as having a positive impact on the academic performance and achievement of university students with ADHD.
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Affiliation(s)
- Jane A. Sedgwick-Müller
- grid.13097.3c0000 0001 2322 6764Health and Community Services, Government of Jersey, St Helier, Jersey. Social, Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN) & Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care (FNFNM), King’s College London, London, UK
| | - Ulrich Müller-Sedgwick
- grid.5335.00000000121885934Adult Neurodevelopmental Service, Health and Community Services, Government of Jersey, St Helier, Jersey. Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Marios Adamou
- grid.15751.370000 0001 0719 6059School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Marco Catani
- grid.13097.3c0000 0001 2322 6764Natbrainlab, Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London, UK
| | - Rebecca Champ
- grid.15751.370000 0001 0719 6059School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Gísli Gudjónsson
- grid.13097.3c0000 0001 2322 6764Psychology Department, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London, UK
| | - Dietmar Hank
- grid.439418.3Adult ADHD Service, Avon and Wiltshire Mental Health Partnership NHS Trust, Bristol, UK
| | - Mark Pitts
- grid.37640.360000 0000 9439 0839Adult ADHD and Autism Outpatient Service, South London & Maudsley NHS Foundation Trust, London, UK
| | - Susan Young
- grid.9580.40000 0004 0643 5232Psychology Services Limited, Department of Psychology, Reykjavik University, Reykjavik, Iceland
| | - Philip Asherson
- grid.13097.3c0000 0001 2322 6764Social, Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London, UK
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4
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Burger K, Mortimer JT. Socioeconomic origin, future expectations, and educational achievement: A longitudinal three-generation study of the persistence of family advantage. Dev Psychol 2021; 57:1540-1558. [PMID: 34929097 DOI: 10.1037/dev0001238] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) and general (optimism and control) expectations, we examine parallels across parent-child cohorts in (a) the relationships between parental socioeconomic status (SES) and children's future expectations and (b) the associations between children's future expectations and their academic achievement. We estimate structural equation models using data from the prospective multigenerational Youth Development Study (N = 422 three-generation triads [G1-G2-G3]; G1 Mage in 1988 = 41.0 years, G2 Mage in 1989 = 14.7 years, G3 Mage in 2011 = 15.8 years; G2 White in 1989 = 66.4%, G3 White in 2011 = 64.4%; G1 mean annual household income, converted to 2008 equivalents = $41,687, G2 mean annual household income in 2008 dollars = $42,962; G1 mode of educational attainment = high school, G2 mode of educational attainment = some college). We find intergenerational similarity in the relationships between parental educational attainment and children's future expectations. Children's educational expectations strongly predicted their academic achievement in the second generation, but not in the third generation. With educational expansion, the more recent cohort had higher educational expectations that were less strongly related to achievement. Overall, the findings reveal dynamics underlying the persistence of educational success across generations. The role of future expectations in this intergenerational process varies across historical time, confirming a central conclusion of life span developmental psychology and life course sociological research that individual functioning is influenced by sociocultural contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
- Kaspar Burger
- Jacobs Center for Productive Youth Development, University of Zurich
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5
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Wickrama KAS, OˋNeal CW, Lee TK, Lee S. Early life course processes leading to educational and economic attainment in young adulthood: Contributions of early socioeconomic adversity and education polygenic score. PLoS One 2021; 16:e0256967. [PMID: 34634049 PMCID: PMC8504765 DOI: 10.1371/journal.pone.0256967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Accepted: 08/19/2021] [Indexed: 11/18/2022] Open
Abstract
The present study investigated an integrated life course model, drawn from the life course theoretical perspective, to elucidate youth’s additive, cascading, and cumulative life course processes stemming from early socioeconomic adversity and education polygenic score (education PGS) as well as potential interactions between them (GxE), which contribute to subsequent young adult socioeconomic outcomes. Additionally, the independent, varying associations among social and genetic predictors, life-stage specific educational outcomes (educational achievement in adolescence and educational attainment, in later stages), and young adult economic outcomes were examined. The study used prospective, longitudinal data from the National Longitudinal Study of Adolescent and Adult Health (Add Health) with a sample of 5,728 youth of European ancestry. Early family socioeconomic adversity and individual education PGS were associated with life stage-specific educational outcomes through additive and cascading processes linked to young adults’ economic outcomes (personal earnings) through a cumulative process. A GxE moderation existed between individuals’ education PGS and early socioeconomic adversity at multiple life stages, explaining variation in adolescent educational outcomes. Both early socioeconomic adversity and education PGS were persistently associated with youth’s educational and economic outcomes throughout the early life course. In sum, the findings based on the integrated life course model showed how additive, cascading, and cumulative processes were related and conditioned one another, generating specific life course patterns and outcomes. The findings highlight the value of incorporating molecular genetic information into longitudinal developmental life course research and provide insight into malleable characteristics and appropriate timing for interventions addressing youth developmental characteristics.
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Affiliation(s)
- Kandauda A. S. Wickrama
- Department of Human Development and Family Science, The University of Georgia, Athens, Georgia, United States of America
| | - Catherine Walker OˋNeal
- Department of Human Development and Family Science, The University of Georgia, Athens, Georgia, United States of America
| | - Tae Kyoung Lee
- Department of Public Health Sciences, University of Miami Miller School of Medicine, Miami, Florida, United States of America
| | - Seonhwa Lee
- Department of Christian Studies, Seoul Women’s University, Seoul, Republic of Korea
- * E-mail:
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6
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Jangmo A, Brikell I, Kuja‐Halkola R, Feldman I, Lundström S, Almqvist C, Bulik CM, Larsson H. The association between polygenic scores for attention‐deficit/hyperactivity disorder and school performance: The role of attention‐deficit/hyperactivity disorder symptoms, polygenic scores for educational attainment, and shared familial factors. JCPP ADVANCES 2021. [DOI: 10.1002/jcv2.12030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023] Open
Affiliation(s)
- Andreas Jangmo
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
| | - Isabell Brikell
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- Department of Economics and Business Economics National Centre for Register‐Based Research Aarhus University Aarhus Denmark
| | - Ralf Kuja‐Halkola
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
| | - Inna Feldman
- Department of Public Health and Caring Sciences Uppsala University Uppsala Sweden
| | - Sebastian Lundström
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Sweden
- Centre for Ethics Law and Mental Health (CELAM) Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Sweden
| | - Catarina Almqvist
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- Astrid Lindgren Children's Hospital Karolinska University Hospital Stockholm Sweden
| | - Cynthia M. Bulik
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- Department of Psychiatry University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
- Department of Nutrition University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Henrik Larsson
- Department of Medical Epidemiology and Biostatistics Karolinska Institutet Stockholm Sweden
- School of Medical Sciences Örebro University Örebro Sweden
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7
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Silventoinen K, Jelenkovic A, Sund R, Latvala A, Honda C, Inui F, Tomizawa R, Watanabe M, Sakai N, Rebato E, Busjahn A, Tyler J, Hopper JL, Ordoñana JR, Sánchez-Romera JF, Colodro-Conde L, Calais-Ferreira L, Oliveira VC, Ferreira PH, Medda E, Nisticò L, Toccaceli V, Derom CA, Vlietinck RF, Loos RJF, Siribaddana SH, Hotopf M, Sumathipala A, Rijsdijk F, Duncan GE, Buchwald D, Tynelius P, Rasmussen F, Tan Q, Zhang D, Pang Z, Magnusson PKE, Pedersen NL, Dahl Aslan AK, Hwang AE, Mack TM, Krueger RF, McGue M, Pahlen S, Brandt I, Nilsen TS, Harris JR, Martin NG, Medland SE, Montgomery GW, Willemsen G, Bartels M, van Beijsterveldt CEM, Franz CE, Kremen WS, Lyons MJ, Silberg JL, Maes HH, Kandler C, Nelson TL, Whitfield KE, Corley RP, Huibregtse BM, Gatz M, Butler DA, Tarnoki AD, Tarnoki DL, Park HA, Lee J, Lee SJ, Sung J, Yokoyama Y, Sørensen TIA, Boomsma DI, Kaprio J. Genetic and environmental variation in educational attainment: an individual-based analysis of 28 twin cohorts. Sci Rep 2020; 10:12681. [PMID: 32728164 PMCID: PMC7391756 DOI: 10.1038/s41598-020-69526-6] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Accepted: 07/10/2020] [Indexed: 01/07/2023] Open
Abstract
We investigated the heritability of educational attainment and how it differed between birth cohorts and cultural-geographic regions. A classical twin design was applied to pooled data from 28 cohorts representing 16 countries and including 193,518 twins with information on educational attainment at 25 years of age or older. Genetic factors explained the major part of individual differences in educational attainment (heritability: a2 = 0.43; 0.41-0.44), but also environmental variation shared by co-twins was substantial (c2 = 0.31; 0.30-0.33). The proportions of educational variation explained by genetic and shared environmental factors did not differ between Europe, North America and Australia, and East Asia. When restricted to twins 30 years or older to confirm finalized education, the heritability was higher in the older cohorts born in 1900-1949 (a2 = 0.44; 0.41-0.46) than in the later cohorts born in 1950-1989 (a2 = 0.38; 0.36-0.40), with a corresponding lower influence of common environmental factors (c2 = 0.31; 0.29-0.33 and c2 = 0.34; 0.32-0.36, respectively). In conclusion, both genetic and environmental factors shared by co-twins have an important influence on individual differences in educational attainment. The effect of genetic factors on educational attainment has decreased from the cohorts born before to those born after the 1950s.
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Affiliation(s)
- Karri Silventoinen
- Department of Social Research, Faculty of Social Sciences, University of Helsinki, P.O. Box 18, 00014, Helsinki, Finland.
- Center for Twin Research, Osaka University Graduate School of Medicine, Osaka, Japan.
| | - Aline Jelenkovic
- Department of Physiology, Faculty of Medicine and Nursing, University of the Basque Country, Leioa, Spain
- Department of Public Health, University of Helsinki, Helsinki, Finland
| | - Reijo Sund
- Department of Social Research, Faculty of Social Sciences, University of Helsinki, P.O. Box 18, 00014, Helsinki, Finland
- Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland
| | - Antti Latvala
- Department of Social Research, Faculty of Social Sciences, University of Helsinki, P.O. Box 18, 00014, Helsinki, Finland
| | - Chika Honda
- Center for Twin Research, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Fujio Inui
- Center for Twin Research, Osaka University Graduate School of Medicine, Osaka, Japan
- Faculty of Health Science, Kio University, Nara, Japan
| | - Rie Tomizawa
- Center for Twin Research, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Mikio Watanabe
- Center for Twin Research, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Norio Sakai
- Center for Twin Research, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Esther Rebato
- Department of Genetics, Physical Anthropology and Animal Physiology, University of the Basque Country UPV/EHU, Leioa, Spain
| | | | - Jessica Tyler
- Twins Research Australia, Centre for Epidemiology and Biostatistics, The University of Melbourne, Melbourne, VIC, Australia
| | - John L Hopper
- Twins Research Australia, Centre for Epidemiology and Biostatistics, The University of Melbourne, Melbourne, VIC, Australia
- Department of Epidemiology, School of Public Health, Seoul National University, Seoul, Korea
| | - Juan R Ordoñana
- Department of Human Anatomy and Psychobiology, University of Murcia, Murcia, Spain
- IMIB-Arrixaca, Murcia, Spain
| | - Juan F Sánchez-Romera
- Department of Human Anatomy and Psychobiology, University of Murcia, Murcia, Spain
- IMIB-Arrixaca, Murcia, Spain
| | - Lucia Colodro-Conde
- Department of Human Anatomy and Psychobiology, University of Murcia, Murcia, Spain
- Genetic Epidemiology Department, QIMR Berghofer Medical Research Institute, Brisbane, Australia
| | - Lucas Calais-Ferreira
- Centre for Epidemiology and Biostatistics, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - Vinicius C Oliveira
- Pós-Graduação em Reabilitação e Desempenho Funcional, Universidade Federal dos Vales do Jequitinhonha e Mucuri, Diamantina, Brazil
| | - Paulo H Ferreira
- Musculoskeletal Health Research Group, Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Emanuela Medda
- Istituto Superiore di Sanità - Centre for Behavioural Sciences and Mental Health, Rome, Italy
| | - Lorenza Nisticò
- Istituto Superiore di Sanità - Centre for Behavioural Sciences and Mental Health, Rome, Italy
| | - Virgilia Toccaceli
- Istituto Superiore di Sanità - Centre for Behavioural Sciences and Mental Health, Rome, Italy
| | - Catherine A Derom
- Centre of Human Genetics, University Hospitals Leuven, Leuven, Belgium
- Department of Obstetrics and Gynaecology, Ghent University Hospitals, Ghent, Belgium
| | | | - Ruth J F Loos
- The Charles Bronfman Institute for Personalized Medicine, The Mindich Child Health and Development Institute, Icahn School of Medicine At Mount Sinai, New York, NY, USA
| | - Sisira H Siribaddana
- Institute of Research and Development, Battaramulla, Sri Lanka
- Faculty of Medicine and Allied Sciences, Rajarata University of Sri Lanka Saliyapura, Anuradhapura, Sri Lanka
| | - Matthew Hotopf
- Institute of Psychiatry Psychology and Neuroscience, King's College London, London, UK
- South London and Maudsley NHS Foundation Trust, London, UK
| | - Athula Sumathipala
- Institute of Research and Development, Battaramulla, Sri Lanka
- Research Institute for Primary Care and Health Sciences, School for Primary Care Research (SPCR), Faculty of Health, Keele University, Staffordshire, UK
| | - Fruhling Rijsdijk
- Social Genetic and Developmental Psychiatry Research Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Glen E Duncan
- Washington State Twin Registry, Washington State University - Health Sciences Spokane, Spokane, WA, USA
| | - Dedra Buchwald
- Washington State Twin Registry, Washington State University - Health Sciences Spokane, Spokane, WA, USA
| | - Per Tynelius
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Finn Rasmussen
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Qihua Tan
- Epidemiology, Biostatistics and Biodemography, Department of Public Health, University of Southern Denmark, Odense, Denmark
| | - Dongfeng Zhang
- Department of Public Health, Qingdao University Medical College, Qingdao, China
| | - Zengchang Pang
- Department of Noncommunicable Diseases Prevention, Qingdao Centers for Disease Control and Prevention, Qingdao, China
| | - Patrik K E Magnusson
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Nancy L Pedersen
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Anna K Dahl Aslan
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
- Institute of Gerontology and Aging Research Network - Jönköping (ARN-J), School of Health and Welfare, Jönköping University, Jönköping, Sweden
| | - Amie E Hwang
- Department of Preventive Medicine, Keck School of Medicine of USC, University of Southern California, Los Angeles, CA, USA
- USC Norris Comprehensive Cancer Center, Los Angeles, CA, USA
| | - Thomas M Mack
- Department of Preventive Medicine, Keck School of Medicine of USC, University of Southern California, Los Angeles, CA, USA
- USC Norris Comprehensive Cancer Center, Los Angeles, CA, USA
| | - Robert F Krueger
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Matt McGue
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Shandell Pahlen
- Department of Psychology, University of California, Riverside, Riverside, CA, 92521, USA
| | - Ingunn Brandt
- Division of Health Data and Digitalization, Norwegian Institute of Public Health, Oslo, Norway
| | - Thomas S Nilsen
- Division of Health Data and Digitalization, Norwegian Institute of Public Health, Oslo, Norway
| | - Jennifer R Harris
- Division of Health Data and Digitalization, Norwegian Institute of Public Health, Oslo, Norway
| | - Nicholas G Martin
- Genetic Epidemiology Department, QIMR Berghofer Medical Research Institute, Brisbane, Australia
| | - Sarah E Medland
- Genetic Epidemiology Department, QIMR Berghofer Medical Research Institute, Brisbane, Australia
| | - Grant W Montgomery
- Institute for Molecular Bioscience, The University of Queensland, Brisbane, Australia
| | - Gonneke Willemsen
- Department of Biological Psychology, Netherlands Twin Register, Vrije Universiteit, Amsterdam, Amsterdam, The Netherlands
| | - Meike Bartels
- Department of Biological Psychology, Netherlands Twin Register, Vrije Universiteit, Amsterdam, Amsterdam, The Netherlands
| | | | - Carol E Franz
- Department of Psychiatry, University of California, San Diego, CA, USA
| | - William S Kremen
- Department of Psychiatry, University of California, San Diego, CA, USA
- VA San Diego Center of Excellence for Stress and Mental Health, La Jolla, CA, USA
| | - Michael J Lyons
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
| | - Judy L Silberg
- Department of Human and Molecular Genetics, Virginia Institute for Psychiatric and Behavioral Genetics, Virginia Commonwealth University, Richmond, VA, USA
| | - Hermine H Maes
- Department of Human and Molecular Genetics, Psychiatry and Massey Cancer Center, Virginia Commonwealth University, Richmond, VA, USA
| | | | - Tracy L Nelson
- Department of Health and Exercise Sciences and Colorado School of Public Health, Colorado State University, Fort Collins, USA
| | | | - Robin P Corley
- Institute for Behavioral Genetics, University of Colorado, Boulder, CO, USA
| | | | - Margaret Gatz
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
- Center for Economic and Social Research, University of Southern California, Los Angeles, CA, USA
| | - David A Butler
- Health and Medicine Division, The National Academies of Sciences, Engineering, and Medicine, Washington, DC, USA
| | - Adam D Tarnoki
- Medical Imaging Centre, Semmelweis University, Budapest, Hungary
- Hungarian Twin Registry, Budapest, Hungary
| | - David L Tarnoki
- Medical Imaging Centre, Semmelweis University, Budapest, Hungary
- Hungarian Twin Registry, Budapest, Hungary
| | - Hang A Park
- Department of Epidemiology, School of Public Health, Seoul National University, Seoul, Korea
- Department of Emergency Medicine, Hallym University Dongtan Sacred Heart Hospital, Hwaseong, Korea
| | - Jooyeon Lee
- Department of Epidemiology, School of Public Health, Seoul National University, Seoul, Korea
| | - Soo Ji Lee
- Department of Epidemiology, School of Public Health, Seoul National University, Seoul, Korea
- Institute of Health and Environment, Seoul National University, Seoul, South Korea
| | - Joohon Sung
- Department of Epidemiology, School of Public Health, Seoul National University, Seoul, Korea
- Institute of Health and Environment, Seoul National University, Seoul, South Korea
| | - Yoshie Yokoyama
- Department of Public Health Nursing, Osaka City University, Osaka, Japan
| | - Thorkild I A Sørensen
- Novo Nordisk Foundation Centre for Basic Metabolic Research (Section of Metabolic Genetics), Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
- Department of Public Health (Section of Epidemiology), Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Dorret I Boomsma
- Department of Biological Psychology, Netherlands Twin Register, Vrije Universiteit, Amsterdam, Amsterdam, The Netherlands
| | - Jaakko Kaprio
- Department of Public Health, University of Helsinki, Helsinki, Finland
- Institute for Molecular Medicine Finland FIMM, University of Helsinki, Helsinki, Finland
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8
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de Zeeuw EL, Hottenga JJ, Ouwens KG, Dolan CV, Ehli EA, Davies GE, Boomsma DI, van Bergen E. Intergenerational Transmission of Education and ADHD: Effects of Parental Genotypes. Behav Genet 2020; 50:221-232. [PMID: 32026073 PMCID: PMC7355279 DOI: 10.1007/s10519-020-09992-w] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2019] [Accepted: 01/08/2020] [Indexed: 11/30/2022]
Abstract
It remains a challenge to determine whether children resemble their parents due to nature, nurture, or a mixture of both. Here we used a design that exploits the distinction between transmitted and non-transmitted alleles in genetic transmission from parent to offspring. Two separate polygenic scores (PGS) were calculated on the basis of the transmitted and non-transmitted alleles. The effect of the non-transmitted PGS is necessarily mediated by parental phenotypes, insofar as they contribute to the rearing environment of the offspring (genetic nurturing). We calculated transmitted and non-transmitted PGSs associated with adult educational attainment (EA) and PGSs associated with childhood ADHD in a general population sample of trios, i.e. child or adult offspring and their parents (N = 1120-2518). We tested if the EA and ADHD (non-)transmitted PGSs were associated with childhood academic achievement and ADHD in offspring. Based on the earlier findings for shared environment, we hypothesized to find genetic nurturing for academic achievement, but not for ADHD. In adults, both transmitted (R2 = 7.6%) and non-transmitted (R2 = 1.7%) EA PGSs were associated with offspring EA, evidencing genetic nurturing. In children around age 12, academic achievement was associated with the transmitted EA PGSs (R2 = 5.7%), but we found no support for genetic nurturing (R2 ~ 0.1%). The ADHD PGSs were not significantly associated with academic achievement (R2 ~ 0.6%). ADHD symptoms in children were only associated with transmitted EA PGSs and ADHD PGSs (R2 = 1-2%). Based on these results, we conclude that the associations between parent characteristics and offspring outcomes in childhood are mainly to be attributable to the effects of genes that are shared by parents and children.
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Affiliation(s)
- Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit, Van der Boechorststraat 7-9, 1081 BT, Amsterdam, The Netherlands.
- Amsterdam Public Health Research Institute, VUmc, Amsterdam, The Netherlands.
| | - Jouke-Jan Hottenga
- Department of Biological Psychology, Vrije Universiteit, Van der Boechorststraat 7-9, 1081 BT, Amsterdam, The Netherlands
| | - Klaasjan G Ouwens
- Department of Biological Psychology, Vrije Universiteit, Van der Boechorststraat 7-9, 1081 BT, Amsterdam, The Netherlands
| | - Conor V Dolan
- Department of Biological Psychology, Vrije Universiteit, Van der Boechorststraat 7-9, 1081 BT, Amsterdam, The Netherlands
| | - Erik A Ehli
- Avera Institute for Human Genetics, Avera McKennan Hospital & University Health Center, Sioux Falls, SD, USA
| | - Gareth E Davies
- Avera Institute for Human Genetics, Avera McKennan Hospital & University Health Center, Sioux Falls, SD, USA
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit, Van der Boechorststraat 7-9, 1081 BT, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, VUmc, Amsterdam, The Netherlands
| | - Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit, Van der Boechorststraat 7-9, 1081 BT, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, VUmc, Amsterdam, The Netherlands
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9
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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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10
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Twins Early Development Study: A Genetically Sensitive Investigation into Behavioral and Cognitive Development from Infancy to Emerging Adulthood. Twin Res Hum Genet 2019; 22:508-513. [PMID: 31544730 DOI: 10.1017/thg.2019.56] [Citation(s) in RCA: 77] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
The Twins Early Development Study (TEDS) is a longitudinal twin study that recruited over 16,000 twin-pairs born between 1994 and 1996 in England and Wales through national birth records. More than 10,000 of these families are still engaged in the study. TEDS was and still is a representative sample of the population in England and Wales. Rich cognitive and emotional/behavioral data have been collected from the twins from infancy to emerging adulthood, with data collection at first contact and at ages 2, 3, 4, 7, 8, 9, 10, 12, 14, 16, 18 and 21, enabling longitudinal genetically sensitive analyses. Data have been collected from the twins themselves, from their parents and teachers, and from the UK National Pupil Database. Genotyped DNA data are available for 10,346 individuals (who are unrelated except for 3320 dizygotic co-twins). TEDS data have contributed to over 400 scientific papers involving more than 140 researchers in 50 research institutions. TEDS offers an outstanding resource for investigating cognitive and behavioral development across childhood and early adulthood and actively fosters scientific collaborations.
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11
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Bueno D. Genetics and Learning: How the Genes Influence Educational Attainment. Front Psychol 2019; 10:1622. [PMID: 31354597 PMCID: PMC6635910 DOI: 10.3389/fpsyg.2019.01622] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2019] [Accepted: 06/27/2019] [Indexed: 11/24/2022] Open
Abstract
The brain is the organ of thought. The word thought is defined as the act of thinking about or considering something: an idea or opinion, or a set of ideas about a particular subject. It implicitly includes the processes of learning. Mental functions, including most if not all aspects of human behavior, such as those related to learning, arise from the activity of the brain. Neural connections that generate and support mental functions are formed throughout life, which enables lifelong learning of new concepts and skills. Both brain formation and function, as well as neural plasticity, are influenced by the activity of a variety of genes and also by epigenetic modifications, which contribute to the regulation of gene expression by adapting it to environmental conditions. In this review, aimed especially at education professionals, I discuss the genetic and epigenetic contributions to mental aspects related to learning processes in terms of heritability. I will argue that, despite most if not all aspects related to learning having a clear genetic background, innate abilities can be enhanced or diminished through educational processes. Thus, the importance of education, in the context of the inheritability of learning processes, will be discussed. The conclusion I draw is that, despite the relatively high genetic heritability shown in most brain processes associated with learning, educational practices are a key contributor to student development, allowing genetically based skills to be enhanced or alternatively diminished. Therefore one of the main goals of education in a changing an uncertain world should be to form adaptable and versatile people who can, and want to, make the most of their capabilities. Thus, knowledge derived from genetics and epigenetics, as well as from neuroscience, should be used to enhance education professionals’ understanding of the biological origins of differences in mental capabilities, thereby empowering them with the possibility to adopt more respectful and flexible educational practices to attain the goal mentioned above.
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Affiliation(s)
- David Bueno
- Biomedical, Evolutionary, and Developmental Genetics Section, Faculty of Biology, University of Barcelona, Barcelona, Spain
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12
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Ayorech Z, Plomin R, von Stumm S. Using DNA to predict educational trajectories in early adulthood. Dev Psychol 2019; 55:1088-1095. [PMID: 30702313 PMCID: PMC6522355 DOI: 10.1037/dev0000682] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
At the end of compulsory schooling, young adults decide on educational and occupational trajectories that impact their subsequent employability, health and even life expectancy. To understand the antecedents to these decisions, we follow a new approach that considers genetic contributions, which have largely been ignored before. Using genomewide polygenic scores (EA3) from the most recent genomewide association study of years of education in 1.1 million individuals, we tested for genetic influence on early adult decisions in a United Kingdom-representative sample of 5,839 at 18 years of age. EA3 significantly predicted educational trajectories in early adulthood (Nagelkerke R2 = 10%), χ2(4) = 571.77, p < .001, indicating that young adults partly adapt their aspirations to their genetic propensities-a concept known as gene-environment correlation. Compared to attending university, a 1 standard deviation increase in EA3 was associated on average with a 51% reduction in the odds of pursuing full-time employment (OR = .47; 95% CI [.43, .51]); an apprenticeship (OR = .49; 95% CI [.45, .54]); or not going in education, employment, or training (OR = .50; 95% CI [.41, .60]). EA3 associations were attenuated when controlling for previous academic achievement and family socioeconomic status. Overall this research illustrates how DNA-based predictions offer novel opportunities for studying the sociodevelopmental structures of life outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
- Ziada Ayorech
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, UK
| | - Robert Plomin
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, UK
| | - Sophie von Stumm
- Department of Education, University of York, University of York, Heslington, York, YO10 5DD, UK
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13
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Smith-Woolley E, Ayorech Z, Dale PS, von Stumm S, Plomin R. The genetics of university success. Sci Rep 2018; 8:14579. [PMID: 30337657 PMCID: PMC6194053 DOI: 10.1038/s41598-018-32621-w] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2018] [Accepted: 09/07/2018] [Indexed: 11/09/2022] Open
Abstract
University success, which includes enrolment in and achievement at university, as well as quality of the university, have all been linked to later earnings, health and wellbeing. However, little is known about the causes and correlates of differences in university-level outcomes. Capitalizing on both quantitative and molecular genetic data, we perform the first genetically sensitive investigation of university success with a UK-representative sample of 3,000 genotyped individuals and 3,000 twin pairs. Twin analyses indicate substantial additive genetic influence on university entrance exam achievement (57%), university enrolment (51%), university quality (57%) and university achievement (46%). We find that environmental effects tend to be non-shared, although the shared environment is substantial for university enrolment. Furthermore, using multivariate twin analysis, we show moderate to high genetic correlations between university success variables (0.27-0.76). Analyses using DNA alone also support genetic influence on university success. Indeed, a genome-wide polygenic score, derived from a 2016 genome-wide association study of years of education, predicts up to 5% of the variance in each university success variable. These findings suggest young adults select and modify their educational experiences in part based on their genetic propensities and highlight the potential for DNA-based predictions of real-world outcomes, which will continue to increase in predictive power.
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Affiliation(s)
- Emily Smith-Woolley
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, UK.
| | - Ziada Ayorech
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, UK.
| | - Philip S Dale
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, 87131, NM, USA
| | - Sophie von Stumm
- Department of Psychological and Behavioural Science, London School of Economics and Political Science, 3rd Floor, Queens House, 55/56 Lincoln's Inn Fields, London, WC2A 3LJ, UK
| | - Robert Plomin
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, UK
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14
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Rimfeld K, Malanchini M, Krapohl E, Hannigan LJ, Dale PS, Plomin R. The stability of educational achievement across school years is largely explained by genetic factors. NPJ SCIENCE OF LEARNING 2018; 3:16. [PMID: 30631477 PMCID: PMC6220264 DOI: 10.1038/s41539-018-0030-0] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2017] [Revised: 07/10/2018] [Accepted: 07/18/2018] [Indexed: 05/28/2023]
Abstract
Little is known about the etiology of developmental change and continuity in educational achievement. Here, we study achievement from primary school to the end of compulsory education for 6000 twin pairs in the UK-representative Twins Early Development Study sample. Results showed that educational achievement is highly heritable across school years and across subjects studied at school (twin heritability ~60%; SNP heritability ~30%); achievement is highly stable (phenotypic correlations ~0.70 from ages 7 to 16). Twin analyses, applying simplex and common pathway models, showed that genetic factors accounted for most of this stability (70%), even after controlling for intelligence (60%). Shared environmental factors also contributed to the stability, while change was mostly accounted for by individual-specific environmental factors. Polygenic scores, derived from a genome-wide association analysis of adult years of education, also showed stable effects on school achievement. We conclude that the remarkable stability of achievement is largely driven genetically even after accounting for intelligence.
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Affiliation(s)
- Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Margherita Malanchini
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
- Department of Psychology, University of Texas at Austin, Austin, USA
| | - Eva Krapohl
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Laurie J. Hannigan
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Philip S. Dale
- Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, USA
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
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15
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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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Ayorech Z, Krapohl E, Plomin R, von Stumm S. Genetic Influence on Intergenerational Educational Attainment. Psychol Sci 2017; 28:1302-1310. [PMID: 28715641 PMCID: PMC5595239 DOI: 10.1177/0956797617707270] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023] Open
Abstract
Using twin (6,105 twin pairs) and genomic (5,825 unrelated individuals taken from the twin sample) analyses, we tested for genetic influences on the parent-offspring correspondence in educational attainment. Genetics accounted for nearly half of the variance in intergenerational educational attainment. A genomewide polygenic score (GPS) for years of education was also associated with intergenerational educational attainment: The highest and lowest GPS means were found for offspring in stably educated families (i.e., who had taken A Levels and had a university-educated parent; M = 0.43, SD = 0.97) and stably uneducated families (i.e., who had not taken A Levels and had no university-educated parent; M = -0.19, SD = 0.97). The average GPSs fell in between for children who were upwardly mobile (i.e., who had taken A Levels but had no university-educated parent; M = 0.05, SD = 0.96) and children who were downwardly mobile (i.e., who had not taken A Levels but had a university-educated parent; M = 0.28, SD = 1.03). Genetic influences on intergenerational educational attainment can be viewed as an index of equality of educational opportunity.
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Affiliation(s)
- Ziada Ayorech
- 1 MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London
| | - Eva Krapohl
- 1 MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London
| | - Robert Plomin
- 1 MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London
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18
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Lerner RM. Complexity Embraced and Complexity Reduced: A Tale of Two Approaches to Human Development. Hum Dev 2017. [DOI: 10.1159/000452113] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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