Department of Psychology and Neuroscience.
Department of Human Development and Family Studies.
Dev Psychol. 2021 Feb;57(2):191-199. doi: 10.1037/dev0001131.
Personality variables are associated with educational attainment and socioeconomic outcomes. In this study we incorporated a polygenic score derived from the largest genome-wide association study (GWAS) of educational attainment to date (Lee et al., 2018) into the Interactionist Model of R. D. Conger, Martin, and Masarik (2021) that describes the influence of socioeconomic factors on individual development. The inclusion of a polygenic score predictive of educational attainment (PS-Edu) into this model, and the use of the multigeneration, longitudinal Family Transitions Project (FTP) provide a unique opportunity to investigate genetic and environmental influences on the development of negative personality traits and educational and economic outcomes. The FTP is a three-generation sample. This study utilized data from the first generation (G1; mean age 40 at initiation of the FTP) and second generation (G2; assessed at mean ages 18 and 30). Participants are approximately 50% female, 99% of European ancestry, primarily from lower to middle class SES. PS-Edu was significantly correlated with educational attainment in both generations of the FTP, accounting for 4.1 to 6.7% of the variance. Findings confirm that PS-Edu is a complex genetic index that is correlated with all of the socioeconomic constructs in the model. Results suggest potential gene-environment correlation or common genetic influences underlie associations among parenting investments, negative personality traits, and educational attainment. Genetic variance captured by PS-Edu was mediated substantially through G1 parental investments. Although study limitations warrant cautious interpretation, we demonstrate the promise of including polygenic scores in developmental models to better understand genetic and environmental influences on human development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
人格变量与教育程度和社会经济成果有关。在这项研究中，我们将迄今为止最大的教育程度全基因组关联研究（Lee 等人，2018）得出的多基因分数纳入 R. D. Conger、Martin 和 Masarik（2021）的互动模型中，该模型描述了社会经济因素对个体发展的影响。将预测教育程度的多基因分数（PS-Edu）纳入该模型，并使用多代、纵向家庭转型项目（FTP），为研究遗传和环境对消极人格特质和教育及经济成果的发展的影响提供了独特的机会。FTP 是一个三代样本。本研究利用了第一代（G1；FTP 开始时的平均年龄为 40 岁）和第二代（G2；评估时的平均年龄为 18 岁和 30 岁）的数据。参与者约有 50%为女性，99%为欧洲血统，主要来自中低社会经济地位。PS-Edu 在 FTP 的两代中均与教育程度显著相关，占方差的 4.1%至 6.7%。研究结果证实 PS-Edu 是一个复杂的遗传指数，与模型中的所有社会经济结构都相关。结果表明，潜在的基因-环境相关性或共同的遗传影响可能是父母投资、消极人格特质和教育程度之间关联的基础。PS-Edu 所捕获的遗传方差主要通过 G1 父母投资来介导。尽管研究限制需要谨慎解释，但我们展示了在发展模型中纳入多基因分数以更好地理解遗传和环境对人类发展的影响的潜力。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
