非认知技能和学术成绩之间的遗传关联超过了发展
Margherita Malanchini1,2, Andrea G Allegrini3,4, Michel G Nivard5
1School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK. m.malanchini@qmul.ac.uk.
Nature human behaviour
|August 26, 2024
概括
非认知技能,如动机,在整个童年和青春期对学业成功变得越来越重要. 影响这些技能的遗传因素会随着孩子的成长加强它们与学业成绩的联系.
科学领域:
- 发展心理学 发展心理学
- 行为遗传学 行为遗传学
- 教育心理学教育心理学
背景情况:
- 非认知技能 (例如,动机,自我调节) 是遗传的,并预测学业成绩.
- 非认知技能与学业成绩之间的关系的发展轨迹尚不清楚.
研究的目的:
- 调查从童年到青春期的认知,非认知技能和学术成就之间的关联.
- 检查遗传对非认知技能的影响如何影响学业成绩随时间推移.
主要方法:
- 在英格兰和威尔士对超过1万名儿童 (7-16岁) 的纵向研究.
- 利用双胞胎和多基因分数分析来评估遗传贡献.
- 采用家族内部分析来探索基因与环境的相关性.
主要成果:
- 非认知技能与学业成绩之间的关联随着年龄的增长而显著增加.
- 非认知技能与学业成绩之间的遗传联系在学年期间得到加强.
- 对学业成绩的非认知遗传影响不仅仅是由于家庭之间的环境因素.
结论:
- 非认知技能在整个发展过程中在学业成绩中发挥着越来越重要的作用.
- 遗传因素,可能通过基因与环境的相关性,有助于非认知技能对学术成功的影响日益增加.
- 发展视角对于理解遗传学,非认知技能和学术成果的相互作用至关重要.
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