@article {280, title = {Developing SENSES: Student experience of non-shared environment scales}, journal = {PLOS ONE}, volume = {13}, year = {2018}, month = {09}, pages = {1-16}, abstract = {

Twin and adoption studies find that non-shared environmental (NSE) factors account for variance in most behavioural traits and offer an explanation for why genetically identical individuals differ. Using data from a qualitative hypothesis-generating study we designed a quantitative measure of pupils\’ non-shared experiences at the end of formal compulsory education (SENSES: Student Experiences of Non-Shared Environment Scales). In Study 1 SENSES was administered to n = 117 16\–19 year old twin pairs. Exploratory Factor Analysis yielded a 49-item 10 factor solution which explained 63\% of the variance in responses. SENSES showed good internal consistency and convergent and divergent validity. In Study 2 this factor structure was confirmed with data from n = 926 twin pairs and external validity was demonstrated via significant correlations between 9 SENSES factors and both public examination performance and life satisfaction. These studies lend preliminary support to SENSES but further research is required to confirm its psychometric properties; to assess whether individual differences in SENSES are explained by NSE effects; and to explore whether SENSES explains variance in achievement and wellbeing.

}, doi = {10.1371/journal.pone.0202543}, url = {https://doi.org/10.1371/journal.pone.0202543}, author = {Yerdelen, Sundus and Durksen, Tracy and Kaili Rimfeld and Robert Plomin and Asbury, Kathryn} } @article {259, title = {Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them}, volume = {3}, year = {2018}, month = {2018/03/23}, pages = {3}, abstract = {

On average, students attending selective schools outperform their non-selective counterparts in national exams. These differences are often attributed to value added by the school, as well as factors schools use to select pupils, including ability, achievement and, in cases where schools charge tuition fees or are located in affluent areas, socioeconomic status. However, the possible role of DNA differences between students of different schools types has not yet been considered. We used a UK-representative sample of 4814 genotyped students to investigate exam performance at age 16 and genetic differences between students in three school types: state-funded, non-selective schools (\‘non-selective\’), state-funded, selective schools (\‘grammar\’) and private schools, which are selective (\‘private\’). We created a genome-wide polygenic score (GPS) derived from a genome-wide association study of years of education (EduYears). We found substantial mean genetic differences between students of different school types: students in non-selective schools had lower EduYears GPS compared to those in grammar (d\ =\ 0.41) and private schools (d\ =\ 0.37). Three times as many students in the top EduYears GPS decile went to a selective school compared to the bottom decile. These results were mirrored in the exam differences between school types. However, once we controlled for factors involved in pupil selection, there were no significant genetic differences between school types, and the variance in exam scores at age 16 explained by school type dropped from 7\% to \<1\%. These results show that genetic and exam differences between school types are primarily due to the heritable characteristics involved in pupil admission.

}, isbn = {2056-7936}, url = {https://doi.org/10.1038/s41539-018-0019-8}, author = {Emily Smith-Woolley and Pingault, Jean-Baptiste and Saskia Selzam and Kaili Rimfeld and Eva Krapohl and Sophie von Stumm and Asbury, Kathryn and Philip S. Dale and Young, Toby and Allen, Rebecca and Yulia Kovas and Robert Plomin} } @article {201, title = {Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons}, journal = {Journal of Child Psychology and Psychiatry}, volume = {58}, year = {2017}, pages = {292{\textendash}304}, abstract = {

Background

Childhood behavior problems predict subsequent educational achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for educational achievement from childhood to adolescence.

Methods

We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of educational achievement at age 16 using a longitudinal classical twin design.

Results

Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted educational achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted educational achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4.

Conclusions

These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict educational achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent educational achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development.

}, keywords = {behavior problems, Education, genetics, longitudinal, Strengths and Difficulties Questionnaire, twin study}, issn = {1469-7610}, doi = {10.1111/jcpp.12655}, url = {http://dx.doi.org/10.1111/jcpp.12655}, author = {Lewis, Gary J. and Asbury, Kathryn and Robert Plomin} }