Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort

Abstract Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated...

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Autores principales:	Tim T. Morris, George Davey Smith, Gerard van den Berg, Neil M. Davies
Formato:	article
Lenguaje:	EN
Publicado:	Nature Publishing Group 2021
Materias:	Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/92a3c11155b444a3b248e9b7f1c8e688
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spelling	oai:doaj.org-article:92a3c11155b444a3b248e9b7f1c8e6882021-11-07T12:17:49ZConsistency of noncognitive skills and their relation to educational outcomes in a UK cohort10.1038/s41398-021-01661-82158-3188https://doaj.org/article/92a3c11155b444a3b248e9b7f1c8e6882021-11-01T00:00:00Zhttps://doi.org/10.1038/s41398-021-01661-8https://doaj.org/toc/2158-3188Abstract Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ( $$h_{SNP}^2$$ h S N P 2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures.Tim T. MorrisGeorge Davey SmithGerard van den BergNeil M. DaviesNature Publishing GrouparticleNeurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENTranslational Psychiatry, Vol 11, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Tim T. Morris George Davey Smith Gerard van den Berg Neil M. Davies Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
description	Abstract Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ( $$h_{SNP}^2$$ h S N P 2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures.
format	article
author	Tim T. Morris George Davey Smith Gerard van den Berg Neil M. Davies
author_facet	Tim T. Morris George Davey Smith Gerard van den Berg Neil M. Davies
author_sort	Tim T. Morris
title	Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
title_short	Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
title_full	Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
title_fullStr	Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
title_full_unstemmed	Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
title_sort	consistency of noncognitive skills and their relation to educational outcomes in a uk cohort
publisher	Nature Publishing Group
publishDate	2021
url	https://doaj.org/article/92a3c11155b444a3b248e9b7f1c8e688
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Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort

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