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Direct linkToivainen, Teemu; Madrid-Valero, Juan J.; Chapman, Robert; McMillan, Andrew; Oliver, Bonamy R.; Kovas, Yulia – British Journal of Educational Psychology, 2021
Background: Creativity is linked with educationally relevant constructs such as achievement, intelligence, and motivation. However, very few studies have explored longitudinal links between the constructs or the aetiology of individual differences in childhood creativity. Aims: The study addresses the gap in the literature of developmental studies…
Descriptors: Creativity, Writing (Composition), Academic Achievement, Motivation
Tosto, Maria Grazia; Garon-Carrier, Gabrielle; Gross, Susan; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Hart, Sara A.; Thompson, Lee; Karadaghi, Rezhaw L.; Yakovlev, Nikita; Tikhomirova, Tatiana; Opfer, John E.; Mazzocco, Michèle M. M.; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – British Journal of Educational Psychology, 2019
Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This…
Descriptors: Twins, Individual Differences, Computation, Mathematics Skills
White, Elaine K.; Garon-Carrier, Gabrielle; Tosto, Maria G.; Malykh, Sergey B.; Li, Xinying; Kiddle, Beatrix; Riglin, Lucy; Byrne, Brian; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – Developmental Psychology, 2018
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins…
Descriptors: Twins, Educational Practices, Student Placement, Children
Thomas, Michael S. C.; Kovas, Yulia; Meaburn, Emma L.; Tolmie, Andrew – Mind, Brain, and Education, 2015
This article explores the potential contribution of modern genetic methods and findings to education. It is familiar to hear that the "gene" for this or that behavior has been discovered, or that certain skills are "highly heritable." Can this help educators? To explore this question, we describe the methods used to relate…
Descriptors: Genetics, Individual Differences, Student Characteristics, Academic Ability
Tosto, Maria Grazia; Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Petrill, Stephen A.; Dale, Philip S.; Malykh, Sergey; Plomin, Robert; Kovas, Yulia – Developmental Science, 2014
Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance.…
Descriptors: Spatial Ability, Prediction, Mathematics Achievement, Twins
Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A.; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W.; Lyons, Ian M.; Petrill, Stephen A. – Journal of Child Psychology and Psychiatry, 2014
Background: Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving…
Descriptors: Mathematics Anxiety, Genetics, Environmental Influences, Multivariate Analysis
Malanchini, Margherita; Wang, Zhe; Voronin, Ivan; Schenker, Victoria J.; Plomin, Robert; Petrill, Stephen A.; Kovas, Yulia – Developmental Psychology, 2017
Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the…
Descriptors: Reading Motivation, Recreational Reading, Self Concept, Reading Skills
Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A. – Journal of Educational Psychology, 2016
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…
Descriptors: Number Concepts, Numeracy, Mathematics Anxiety, Twins
Tosto, Maria G.; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Haworth, Claire M. A.; Mazzocco, Michele M. M.; Thompson, Lee; Opfer, John; Bogdanova, Olga Y.; Kovas, Yulia – Developmental Psychology, 2017
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the…
Descriptors: Numeracy, Mathematics Skills, Adolescents, Computation
Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert – Learning and Individual Differences, 2013
Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…
Descriptors: Foreign Countries, Educational Environment, Science Education, Twins
Harlaar, Nicole; Kovas, Yulia; Dale, Philip S.; Petrill, Stephen A.; Plomin, Robert – Journal of Educational Psychology, 2012
Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. In the current study, the…
Descriptors: Genetics, Mathematics Skills, Reading Comprehension, Twins
Petrill, Stephen; Logan, Jessica; Hart, Sara; Vincent, Pamela; Thompson, Lee; Kovas, Yulia; Plomin, Robert – Journal of Learning Disabilities, 2012
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the…
Descriptors: Mathematics Achievement, Twins, Reading Fluency, Home Visits
Luo, Yu L. L.; Kovas, Yulia; Haworth, Claire M. A.; Plomin, Robert – Learning and Individual Differences, 2011
The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-evaluation indexed how good children think they are at mathematical activities and how much they like those…
Descriptors: National Curriculum, Twins, Mathematics Achievement, Etiology
Evidence for Shared Genetic Risk between ADHD Symptoms and Reduced Mathematics Ability: A Twin Study
Greven, Corina U.; Kovas, Yulia; Willcutt, Erik G.; Petrill, Stephen A.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2013
Background: Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods: Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Genetic Disorders, Environmental Influences
Haworth, Claire M. A.; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E.; Petrill, Stephen A.; Dale, Philip S.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2009
Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a…
Descriptors: Twins, Children, Learning Disabilities, Genetics
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