遗传与教育的关联有所增加,并由社会经济背景塑造:来自1946-1970年3项研究的证据
Tim T Morris1, Liam Wright1, Gemma Shireby1
1Centre for Longitudinal Studies, Social Research Institute, Institute of Education, University College London, London WC1H 0NU, United Kingdom.
概括
教育成就 (EA) 的遗传预测因素越来越重要,特别是对于那些来自有利背景的人来说. 社会和遗传因素共同影响教育成功,作为遗传优势.
科学领域:
- 行为遗传学 行为遗传学
- 教育社会学教育的社会学
- 人类遗传学 人类遗传学
背景情况:
- 社会科学家长期以来一直在研究教育成就 (EA) 预测指标的变化.
- 结合遗传因素为EA复杂的病因提供了新的见解.
- 以前的研究还没有充分探索不同出生队伍中遗传倾向和社会经济背景的相互作用.
研究的目的:
- 调查遗传预测因子对三组英国出生队伍的教育成就变化的相关性.
- 检查EA和认知的多基因指数 (PGIs) 是否随着时间的推移成为教育成功的更重要的预测指标.
- 为了确定遗传倾向对EA的影响是否受到早期社会经济地位的调节.
主要方法:
- 利用了来自三个全国代表的英国出生队列 (1946, 1958, 1970) 的数据.
- 用于教育成就 (EA) 和认知作为遗传预测指标的多基因指数 (PGI).
- 分析了PGI与早期社会经济背景在预测教育成就方面的相互作用.
主要成果:
- 随着时间的推移,EA PGI与教育程度之间的关联显著增加,这解释了后来的队列中更大的增量变异.
- 认知PGI和教育成就之间的关联在各队伍中保持一致,解释变异没有显著变化.
- 强有力的相互作用证据:在来自更有利的社会经济背景的个人中,EA PGI与EA的关联不成比例地更大.
结论:
- 学业成绩受到社会和遗传因素的影响,这些因素独立和互动地起作用.
- 遗传责任和社会背景代表了遗传优势的形式,它们协同影响教育成果.
- 越来越多的EA PGI的相关性表明,除了认知之外的遗传因素在教育成功中变得越来越重要.
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