Johnson Wendy, McGue Matt, Iacono William G
Department of Psychology, University of Edinburgh, Scotland, United Kingdom.
Learn Individ Differ. 2007;17(3):201-219. doi: 10.1016/j.lindif.2007.04.004.
Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educational attainment, engagement in school, and school grades. All variables showed substantial genetic influence, and very modest shared environmental influence. No gender differences were evident. There were significant genetic influences common to IQ and parental expectations of educational attainment, parenting and engagement in school, school grades and engagement in school, parental expectations for offspring educational attainment and school grades, and IQ and school grades. A possible interpretation of the common genetic influences involving parenting is that parents use their own experience with school in shaping the ways in which they parent their offspring.
利用明尼苏达州的兄弟姐妹互动与行为研究中的生物学家庭和收养家庭，我们调查了基因和环境对智商、养育方式、父母对子女学业成就的期望、在学校的参与度以及学业成绩的影响之间的关联。所有变量都显示出显著的基因影响，而共享环境影响非常小。没有明显的性别差异。智商与父母对学业成就的期望、养育方式与在学校的参与度、学业成绩与在学校的参与度、父母对子女学业成就的期望与学业成绩，以及智商与学业成绩之间存在显著的共同基因影响。对涉及养育方式的共同基因影响的一种可能解释是，父母利用自己的上学经历来塑造他们养育子女的方式。
