Krapohl E, Plomin R
King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, UK.
Mol Psychiatry. 2016 Mar;21(3):437-43. doi: 10.1038/mp.2015.2. Epub 2015 Mar 10.
One of the best predictors of children's educational achievement is their family's socioeconomic status (SES), but the degree to which this association is genetically mediated remains unclear. For 3000 UK-representative unrelated children we found that genome-wide single-nucleotide polymorphisms could explain a third of the variance of scores on an age-16 UK national examination of educational achievement and half of the correlation between their scores and family SES. Moreover, genome-wide polygenic scores based on a previously published genome-wide association meta-analysis of total number of years in education accounted for ~3.0% variance in educational achievement and ~2.5% in family SES. This study provides the first molecular evidence for substantial genetic influence on differences in children's educational achievement and its association with family SES.
儿童学业成就的最佳预测指标之一是其家庭的社会经济地位（SES），但这种关联受基因介导的程度仍不明确。对于3000名具有英国代表性的非亲属儿童，我们发现全基因组单核苷酸多态性可以解释英国16岁全国学业成就考试分数三分之一的方差，以及这些分数与家庭SES之间相关性的一半。此外，基于先前发表的全基因组关联荟萃分析得出的教育年限全基因组多基因分数，在学业成就方面解释了约3.0%的方差，在家庭SES方面解释了约2.5%的方差。这项研究为基因对儿童学业成就差异及其与家庭SES的关联具有重大影响提供了首个分子证据。
