Genetic associations between non-cognitive skills and academic achievement over development

Author:

Malanchini MargheritaORCID,Allegrini Andrea G.ORCID,Nivard Michel G.ORCID,Biroli PietroORCID,Rimfeld Kaili,Cheesman RosaORCID,von Stumm SophieORCID,Demange Perline A.ORCID,van Bergen ElsjeORCID,Grotzinger Andrew D.ORCID,Raffington LaurelORCID,De la Fuente JavierORCID,Pingault Jean-BaptisteORCID,Tucker-Drob Elliot M.ORCID,Harden K. PaigeORCID,Plomin RobertORCID

Abstract

AbstractNon-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wales. The results showed that the association between non-cognitive skills and academic achievement increased across development. Twin and polygenic scores analyses found that the links between non-cognitive genetics and academic achievement became stronger over the school years. The results from within-family analyses indicated that non-cognitive genetic effects on academic achievement could not simply be attributed to confounding by environmental differences between nuclear families, consistent with a possible role for evocative/active gene–environment correlations. By studying genetic associations through a developmental lens, we provide further insights into the role of non-cognitive skills in academic development.

Funder

RCUK | Medical Research Council

Publisher

Springer Science and Business Media LLC

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