We investigated the extent to which performance on standardized achievement tests, executive function (EF), and aggression in childhood and adolescence accounted for the relationship between a polygenic score for educational attainment (EA PGS) and years of education in a community sample of African Americans. Participants (N = 402; 49.9% female) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city and followed into adulthood. In first and twelfth grade, participants completed math and reading standardized tests and teachers reported on participants' aggression and EF, specifically impulsivity and concentration problems. At age 20, participants reported on their years of education and post-secondary degrees attained and their genotype was assayed from blood or buccal swabs. An EA PGS was created using results from a large-scale GWAS on EA. A higher EA PGS was associated with higher education indirectly via adolescent achievement. No other mediating mechanisms were significant. Adolescent academic achievement is thus one mechanism through which polygenic propensity for EA influences post-secondary education among urban, African American youth.

中文翻译：

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在非裔美国人样本中，多文化程度的教育程度分数与高等教育程度之间的途径。

在非裔美国人社区样本中，我们调查了标准化成就测验，执行功能（EF）以及童年和青春期的攻击行为在多大程度上解释了受教育程度的多基因评分（EA PGS）与受教育年限之间的关系。 。最初招募参与者（N = 402；女性49.9％）在大西洋中部城市进行基于小学的预防试验，然后成年。在一年级和十二年级，参与者完成了数学考试并阅读了标准化测试，并且老师报告了参与者的攻击性和EF，特别是冲动性和集中性问题。参与者在20岁时报告了自己的受教育年限和获得的专科学历，并从血液或口腔拭子中检测了他们的基因型。使用大型EA上的GWAS的结果创建了EA PGS。较高的EA PGS通过青少年成绩间接与高等教育相关。没有其他重要的调解机制。因此，青少年的学业成就是一种机制，通过这种机制，EA的多基因倾向会影响城市非裔美国青年的专上教育。