Johnson Wendy, McGue Matt, Iacono William G
Department of Psychology, University of Minnesota - Twin Cities.
Intelligence. 2007;35(6):526-541. doi: 10.1016/j.intell.2006.09.006.
SES has long interested researchers investigating school achievement. Its effects are often addressed by studying predictors of achievement in economically disadvantaged samples living primarily in biological families, confounding genetic and environmental influences. Little is known about SES's purely environmental effects. We measured them in 617 adoptive and biological families, adjusting for sample restriction of SES range. Controlling for gender, parenting, parental expectations for educational attainment (PEEA), IQ, engagement in school, and genetic and shared environmental influences on sibling pairs, SES still made a small but significant nonshared environmental contribution to school grades. IQ, PEEA, and SES had collinear associations with school grades, as did engagement and parenting. The associations of IQ and engagement with school grades were largely independent of each other. The link between PEEA and IQ was stronger in adoptive than biological offspring. We discuss the implications of these findings.
社会经济地位（SES）长期以来一直吸引着研究学业成就的研究者。其影响通常通过研究主要生活在原生家庭中的经济弱势样本的成就预测因素来探讨，这混淆了遗传和环境的影响。对于SES的纯粹环境影响知之甚少。我们在617个收养家庭和原生家庭中进行了测量，并对SES范围的样本限制进行了调整。在控制了性别、养育方式、父母对教育成就的期望（PEEA）、智商、在学校的参与度以及对同胞对的遗传和共享环境影响之后，SES仍然对学业成绩做出了虽小但显著的非共享环境贡献。智商、PEEA和SES与学业成绩存在共线关联，参与度和养育方式也是如此。智商和在学校的参与度与学业成绩的关联在很大程度上相互独立。在收养子女中，PEEA与智商之间的联系比在亲生子女中更强。我们讨论了这些发现的意义。
