Education has been suggested to be possibly the most consistent, robust, and durable method available for raising intelligence, but little is known about the genetic and environmental interplay underlying this association. Therefore, we investigated how school achievement, as measured by grade point average in lower secondary school at 15 years of age, moderated intelligence variation in young adulthood. The sample consisted of all Danish male twin pairs who had left lower secondary school since 2002 and appeared, typically at age 18, before a draft board through 2015 (N = 2660). Shared environmental variance unique to intelligence (10% of total variance) was found to be greater among individuals with poor school achievement. However, school achievement did not moderate the genetic influences or the non-shared environmental influences on intelligence. We discuss the implications of this in light of the constraints imposed by the statistical models we used.

教育被认为可能是提高智力的最一致、最稳健和最持久的方法，但人们对这种关联背后的遗传和环境相互作用知之甚少。因此，我们调查了以 15 岁时初中平均绩点衡量的学业成绩如何调节青年时期的智力差异。样本包括所有丹麦男性双胞胎，他们自 2002 年起离开初中，通常在 18 岁时出现在 2015 年的选秀委员会之前（N = 2660）。发现在学业成绩不佳的个体中，智力特有的共享环境方差（占总方差的 10%）更大。然而，学校成绩并没有缓和遗传影响或非共享环境对智力的影响。我们根据我们使用的统计模型施加的限制讨论了这一点的影响。