Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.

We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Nicholas G Shakeshaft, Maciej Trzaskowski, Andrew McMillan, Kaili Rimfeld, Eva Krapohl, Claire M A Haworth, Philip S Dale, Robert Plomin
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2013
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/c17276af104445339a8cfec84eab0610
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:c17276af104445339a8cfec84eab0610
record_format	dspace
spelling	oai:doaj.org-article:c17276af104445339a8cfec84eab06102021-11-18T08:42:33ZStrong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.1932-620310.1371/journal.pone.0080341https://doaj.org/article/c17276af104445339a8cfec84eab06102013-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24349000/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the UK-wide examination, called the General Certificate of Secondary Education (GCSE). In a national twin sample of 11,117 16-year-olds, heritability was substantial for overall GCSE performance for compulsory core subjects (58%) as well as for each of them individually: English (52%), mathematics (55%) and science (58%). In contrast, the overall effects of shared environment, which includes all family and school influences shared by members of twin pairs growing up in the same family and attending the same school, accounts for about 36% of the variance of mean GCSE scores. The significance of these findings is that individual differences in educational achievement at the end of compulsory education are not primarily an index of the quality of teachers or schools: much more of the variance of GCSE scores can be attributed to genetics than to school or family environment. We suggest a model of education that recognizes the important role of genetics. Rather than a passive model of schooling as instruction (instruere, 'to build in'), we propose an active model of education (educare, 'to bring out') in which children create their own educational experiences in part on the basis of their genetic propensities, which supports the trend towards personalized learning.Nicholas G ShakeshaftMaciej TrzaskowskiAndrew McMillanKaili RimfeldEva KrapohlClaire M A HaworthPhilip S DaleRobert PlominPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 8, Iss 12, p e80341 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Nicholas G Shakeshaft Maciej Trzaskowski Andrew McMillan Kaili Rimfeld Eva Krapohl Claire M A Haworth Philip S Dale Robert Plomin Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.
description	We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the UK-wide examination, called the General Certificate of Secondary Education (GCSE). In a national twin sample of 11,117 16-year-olds, heritability was substantial for overall GCSE performance for compulsory core subjects (58%) as well as for each of them individually: English (52%), mathematics (55%) and science (58%). In contrast, the overall effects of shared environment, which includes all family and school influences shared by members of twin pairs growing up in the same family and attending the same school, accounts for about 36% of the variance of mean GCSE scores. The significance of these findings is that individual differences in educational achievement at the end of compulsory education are not primarily an index of the quality of teachers or schools: much more of the variance of GCSE scores can be attributed to genetics than to school or family environment. We suggest a model of education that recognizes the important role of genetics. Rather than a passive model of schooling as instruction (instruere, 'to build in'), we propose an active model of education (educare, 'to bring out') in which children create their own educational experiences in part on the basis of their genetic propensities, which supports the trend towards personalized learning.
format	article
author	Nicholas G Shakeshaft Maciej Trzaskowski Andrew McMillan Kaili Rimfeld Eva Krapohl Claire M A Haworth Philip S Dale Robert Plomin
author_facet	Nicholas G Shakeshaft Maciej Trzaskowski Andrew McMillan Kaili Rimfeld Eva Krapohl Claire M A Haworth Philip S Dale Robert Plomin
author_sort	Nicholas G Shakeshaft
title	Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.
title_short	Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.
title_full	Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.
title_fullStr	Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.
title_full_unstemmed	Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.
title_sort	strong genetic influence on a uk nationwide test of educational achievement at the end of compulsory education at age 16.
publisher	Public Library of Science (PLoS)
publishDate	2013
url	https://doaj.org/article/c17276af104445339a8cfec84eab0610
work_keys_str_mv	AT nicholasgshakeshaft stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT maciejtrzaskowski stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT andrewmcmillan stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT kailirimfeld stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT evakrapohl stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT clairemahaworth stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT philipsdale stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16 AT robertplomin stronggeneticinfluenceonauknationwidetestofeducationalachievementattheendofcompulsoryeducationatage16
_version_	1718421467610218496

Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.

Ejemplares similares