Work

Intellectual Interest Mediates Gene × Socioeconomic Status Interaction on Adolescent Academic Achievement

Year: 2012

Type: article

Abstract: Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene × Environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that Gene × SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests.

Source: Child Development

DOI: 10.1111/j.1467-8624.2011.01721.x

Authors: Elliot M Tucker-Drob, K Paige Harden

Institution: The University of Texas at Austin

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development

Award: Population Research Center