Malanchini Margherita, Allegrini Andrea G, Nivard Michel G, Biroli Pietro, Rimfeld Kaili, Cheesman Rosa, von Stumm Sophie, Demange Perline A, van Bergen Elsje, Grotzinger Andrew D, Raffington Laurel, De la Fuente Javier, Pingault Jean-Baptiste, Harden K Paige, Tucker-Drob Elliot M, Plomin Robert
School of Biological and Behavioural Sciences, Queen Mary University of London, United Kingdom.
Social, Genetic and Developmental Psychiatry Centre, King's College London, United Kingdom.
bioRxiv. 2023 Oct 26:2023.04.03.535380. doi: 10.1101/2023.04.03.535380.
Noncognitive skills such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between noncognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and noncognitive skills contribute to academic achievement from ages 7 to 16 in a sample of over 10,000 children from England and Wales. Noncognitive skills were increasingly predictive of academic achievement across development. Twin and polygenic scores analyses found that the contribution of noncognitive genetics to academic achievement became stronger over the school years. Results from within-family analyses indicated that associations with noncognitive genetics could not simply be attributed to confounding by environmental differences between nuclear families and are consistent with a possible role for evocative/active gene-environment correlations. By studying genetic effects through a developmental lens, we provide novel insights into the role of noncognitive skills in academic development.
动机和自我调节等非认知技能具有部分遗传性，且能在认知技能之外预测学业成绩。然而，非认知技能与学业成绩之间的关系在整个发展过程中如何变化尚不清楚。本研究调查了在来自英格兰和威尔士的一万多名儿童样本中，认知和非认知技能在7至16岁期间是如何对学业成绩产生影响的。在整个发展过程中，非认知技能对学业成绩的预测作用越来越大。双胞胎和多基因分数分析发现，非认知基因对学业成绩的贡献在整个学年中变得更强。家庭内部分析的结果表明，与非认知基因的关联不能简单地归因于核心家庭之间环境差异的混杂因素，这与唤起性/主动性基因-环境相关性的可能作用是一致的。通过从发展的角度研究遗传效应，我们对非认知技能在学业发展中的作用提供了新的见解。
