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Common genetic and environmental effects on cognitive ability, conscientiousness, self-perceived abilities, and school performance
Intelligence ( IF 3.613 ) Pub Date : 2022-06-02 , DOI: 10.1016/j.intell.2022.101664
Alexandra Starr, Rainer Riemann

Personal characteristics (e.g., cognitive ability (CA), conscientiousness, self-perceived abilities (SPA)) predict differences in school performance. While genetic influences on CA and conscientiousness are unequivocal, origins of SPA have long been assumed to be environmental, however substantial genetic contributions have been detected in behavioral genetic analyses. In this study, we investigate the common etiology of these three predictors and their association with school grades in math and German as well as how genetic and environmental contributions differ between age groups and school domains. The sample consists of 2101 twin pairs (aged 11 and 17) and their siblings participating in the German [name of study not included in blinded manuscript] study. Using a multivariate twin-sibling design, we analyze common genetic and environmental effects on CA, conscientiousness, SPA and school grades in math and German in two age groups. Results confirm genetic effects for all three predictors (42–51% for CA, 31–42% for conscientiousness, 26–48% for SPA) as well as (non-) shared environmental effects. Multivariate analyses demonstrate that the interrelation between predictors and their association with grades is largely due to common genetic effects. Additional non-shared environmental effects and differences across age groups and school domains are small. We discuss possible underlying mechanisms and implications on individual differences in school performance leading to educational inequality.



中文翻译:

遗传和环境对认知能力、责任心、自我认知能力和学校表现的常见影响,遗传和环境对认知能力、责任心、自我认知能力和学校表现的常见影响

个人特征(例如,认知能力(CA)、责任心、自我认知能力(SPA))可以预测学校表现的差异。虽然遗传对 CA 和责任心的影响是明确的,但 SPA 的起源长期以来一直被认为是环境的,但是在行为遗传分析中发现了实质性的遗传贡献。在这项研究中,我们调查了这三个预测因素的共同病因及其与数学和德语学校成绩的关系,以及遗传和环境贡献在年龄组和学校领域之间的差异。样本由 2101 对双胞胎(11 岁和 17 岁)及其兄弟姐妹组成] 学习。使用多变量双胞胎设计,我们分析了两个年龄组对 CA、尽责性、SPA 以及数学和德语学校成绩的常见遗传和环境影响。结果证实了所有三个预测因子的遗传效应(CA 为 42-51%,责任心为 31-42%,SPA 为 26-48%)以及(非)共享环境影响。多变量分析表明,预测变量之间的相互关系及其与成绩的关联主要是由于共同的遗传效应。其他非共同的环境影响和跨年龄组和学校领域的差异很小。我们讨论了导致教育不平等的学校表现中个体差异的可能潜在机制和影响。

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个人特征(例如,认知能力(CA)、责任心、自我认知能力(SPA))可以预测学校表现的差异。虽然遗传对 CA 和责任心的影响是明确的,但 SPA 的起源长期以来一直被认为是环境的,但是在行为遗传分析中发现了实质性的遗传贡献。在这项研究中,我们调查了这三个预测因素的共同病因及其与数学和德语学校成绩的关系,以及遗传和环境贡献在年龄组和学校领域之间的差异。样本由 2101 对双胞胎(11 岁和 17 岁)及其兄弟姐妹组成] 学习。使用多变量双胞胎设计,我们分析了两个年龄组对 CA、尽责性、SPA 以及数学和德语学校成绩的常见遗传和环境影响。结果证实了所有三个预测因子的遗传效应(CA 为 42-51%,责任心为 31-42%,SPA 为 26-48%)以及(非)共享环境影响。多变量分析表明,预测变量之间的相互关系及其与成绩的关联主要是由于共同的遗传效应。其他非共同的环境影响和跨年龄组和学校领域的差异很小。我们讨论了导致教育不平等的学校表现中个体差异的可能潜在机制和影响。

更新日期:2022-06-04
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