Personality variables are associated with educational attainment and socioeconomic outcomes. In this study we incorporated a polygenic score derived from the largest genome-wide association study (GWAS) of educational attainment to date (Lee et al., 2018) into the Interactionist Model of R. D. Conger, Martin, and Masarik (2021) that describes the influence of socioeconomic factors on individual development. The inclusion of a polygenic score predictive of educational attainment (PS-Edu) into this model, and the use of the multigeneration, longitudinal Family Transitions Project (FTP) provide a unique opportunity to investigate genetic and environmental influences on the development of negative personality traits and educational and economic outcomes. The FTP is a three-generation sample. This study utilized data from the first generation (G1; mean age 40 at initiation of the FTP) and second generation (G2; assessed at mean ages 18 and 30). Participants are approximately 50% female, 99% of European ancestry, primarily from lower to middle class SES. PS-Edu was significantly correlated with educational attainment in both generations of the FTP, accounting for 4.1 to 6.7% of the variance. Findings confirm that PS-Edu is a complex genetic index that is correlated with all of the socioeconomic constructs in the model. Results suggest potential gene-environment correlation or common genetic influences underlie associations among parenting investments, negative personality traits, and educational attainment. Genetic variance captured by PS-Edu was mediated substantially through G1 parental investments. Although study limitations warrant cautious interpretation, we demonstrate the promise of including polygenic scores in developmental models to better understand genetic and environmental influences on human development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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检查与消极人格特征、教育程度和经济成功相关的遗传和环境因素。

人格变量与教育程度和社会经济成果有关。在这项研究中，我们将来自迄今为止最大的全基因组关联研究 (GWAS) 的教育程度（Lee 等人，2018 年）的多基因评分纳入 RD Conger、Martin 和 Masarik（2021 年）的交互模型中，该模型描述社会经济因素对个人发展的影响。将预测教育程度的多基因分数 (PS-Edu) 纳入该模型，并使用多代纵向家庭过渡项目 (FTP) 提供了一个独特的机会来研究遗传和环境对负面人格特征发展的影响以及教育和经济成果。FTP 是一个三代样本。本研究利用了第一代（G1；开始 FTP 时的平均年龄 40 岁）和第二代（G2；在平均年龄 18 和 30 岁时评估）。参与者大约是 50% 的女性，99% 的欧洲血统，主要来自中低阶层 SES。PS-Edu 与两代 FTP 的教育程度显着相关，占方差的 4.1% 至 6.7%。研究结果证实，PS-Edu 是一个复杂的遗传指数，与模型中的所有社会经济结构相关。结果表明，潜在的基因-环境相关性或共同的遗传影响是育儿投资、消极人格特征和教育程度之间关联的基础。PS-Edu 捕获的遗传变异在很大程度上是通过 G1 父母投资介导的。尽管研究局限性需要谨慎解释，我们展示了在发育模型中包含多基因评分的承诺，以更好地了解遗传和环境对人类发展的影响。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。