Inhibitory control skills are important for academic outcomes across childhood, but it is unknown whether inhibitory control is implicated in the association between genetic variation and academic performance. This study examined the relationship between a GWAS-based (EduYears) polygenic score indexing educational attainment (EA PGS) and inhibitory control in early (M_age = 3.80 years) and middle childhood (M_age = 9.18 years), and whether inhibitory control in early childhood mediated the relation between EA PGS and academic skills. The sample comprised 731 low-income and racially/ethnically diverse children and their families from the longitudinal early steps multisite study. EA PGS predicted middle childhood inhibitory control (estimate = 0.09, SE = 0.05, p < 0.05) and academic skills (estimate = 0.18, SE = 0.05, p < 0.01) but did not predict early childhood inhibitory control (estimate = 0.08, SE = 0.05, p = 0.11); thus, mediation was not tested. Sensitivity analyses showed that effect sizes were similar across European and African American groups. This study suggests that inhibitory control could serve as a potential mechanism linking genetic differences to educational outcomes.

中文翻译：

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受教育程度多基因评分可预测儿童早期和中期的抑制控制和学术技能

抑制性控制技能对于整个童年时期的学业成绩很重要，但尚不清楚抑制性控制是否与遗传变异与学业成绩之间的关联有关。本研究检查了基于 GWAS (EduYears) 的多基因评分指数教育程度 (EA PGS) 与儿童早期（M_年龄 = 3.80 岁）和儿童中期（M_年龄 = 9.18 岁）的抑制控制之间的关系，以及抑制控制是否在幼儿期在 EA PGS 与学术技能之间的关系中起中介作用。该样本包括来自纵向早期步骤多站点研究的 731 名低收入和种族/民族多样化的儿童及其家人。EA PGS 预测儿童中期抑制控制（估计 = 0.09，SE  = 0.05，p  < 0.05）和学术技能（估计 = 0.18，SE  = 0.05，p  < 0.01）但不能预测儿童早期抑制控制（估计 = 0.08，SE  = 0.05，p  = 0.11）；因此，没有测试调解。敏感性分析表明，欧洲和非裔美国人群体的效应大小相似。这项研究表明，抑制性控制可以作为将遗传差异与教育成果联系起来的潜在机制。