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The ability of children to get better grades can be coded in their DNA, say scientists, who found that about two-thirds of individual differences in school performance can be explained by comparing genes.
For many years, research has linked academic outcomes to life trajectories such as work status, health or happiness.
However, researchers from the University of Texas in the United States and King's College London in the UK have shown that genes have a considerable influence on academic success, from the beginning of the year. elementary school until the last day of high school.
The study, published in the journal npj Science of Learning, analyzed the results of primary tests at the end of compulsory schooling of more than 6,000 pairs of twins.
The researchers found that school results were very stable throughout schooling, which meant that most of the students who started well in elementary school continued to succeed until they reached school. Graduation.
Genetic factors accounted for about 70% of this stability, while the twins' shared environment contributed about 25%, and their non-shared environment, like friends or teachers, contributed to the remaining 5%.
"About two-thirds of individual differences in academic success are explained by differences in children's DNA," said Margherita Malanchini, a psychology postdoctoral fellow at the University of Texas.
"But less is known about how these factors contribute to an individual's academic success over time," said Malanchini.
However, that does not mean that an individual is just born smart, the researchers explained. Even after accounting for intelligence, genes still accounted for about 60% of the continuity of academic achievement.
"Academic success is dictated by a series of cognitive and non-cognitive traits," Malanchini said.
"Previously, studies linked her to personality, behavior problems, motivation, health and many other partially heritable factors," she said.
However, the grades have sometimes changed, for example a drop in grades between primary and secondary school. These changes can be largely explained by environmental factors that are not shared, the researchers said.
"Our findings should provide additional motivation to identify children in need of intervention as early as possible, as problems may persist throughout the school years," said Kaili Rimfeld, a postdoctoral researcher at King & # 39; s College of London.
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