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Genetic effects on educational attainment in Hungary.

Péter P Ujma1,2, Nóra Eszlári3,4, András Millinghoffer4,5

  • 1Institute of Behavioural Sciences, Semmelweis University, Budapest, Hungary.

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|November 29, 2021
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Summary

Polygenic scores (PGSs) predict educational attainment in Hungary, demonstrating genetic influences on education across diverse European populations. This study highlights the heritability of educational achievement and its genetic underpinnings in Central Eastern Europe.

Keywords:
cognitive abilitiesgene-environment interactionheritabilitypolygenic scoresocioeconomic status

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Area of Science:

  • Behavioral Genetics
  • Human Genetics
  • Sociogenomics

Background:

  • Educational attainment is a heritable trait influenced by genetic variants identified through genome-wide association studies (GWASs).
  • Genetic variant effects on educational attainment can differ across diverse environments, including countries and historical periods.
  • Behavioral and molecular genetic studies of educational attainment are scarce in Central Eastern Europe.

Purpose of the Study:

  • To assess the molecular genetic effects on educational attainment in Hungary using polygenic scores (PGSs).
  • To investigate the predictive value of PGSs for educational attainment in a Central Eastern European population.
  • To compare PGS effect sizes in Hungarian and English samples.

Main Methods:

  • Utilized polygenic scores (PGSs) derived from genome-wide association studies (GWASs).
  • Analyzed a Hungarian sample (N=829) for associations between PGSs and educational attainment (college degree, years of education).
  • Compared findings with an English sample (N=976) using identical measurement protocols.

Main Results:

  • PGSs showed a significant association with achieving a college degree and the number of years in education in the Hungarian sample.
  • PGS effect sizes did not significantly differ between Hungarian and English participants.
  • A trend for higher PGS effect sizes in Hungarians who pursued higher education post-Communism was observed, though not statistically significant.

Conclusions:

  • Polygenic scores for educational attainment possess predictive value in diverse European populations.
  • This study provides crucial molecular genetic insights into educational attainment in Central Eastern Europe.
  • Findings support the generalizability of genetic effects on education across different cultural contexts.