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Teachers' Behaviour and Children's Academic Achievement: Evidence of Gene-Environment Interactions
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Guimond, Fanny-Alexandra; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette; Boivin, Michel – British Journal of Educational Psychology, 2023
Background: Children's academic achievement is considerably influenced by genetic factors, which rarely operate independently of environmental influences such as teachers' behaviour. Praise and punitive discipline are commonly used management strategies by teachers. However, their effects on the genetic expression of children's academic…
Descriptors: Teacher Behavior, Academic Achievement, Genetics, Positive Reinforcement
Creative Expressiveness in Childhood Writing Predicts Educational Achievement beyond Motivation and Intelligence: A Longitudinal, Genetically Informed Study
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Toivainen, 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
The Aetiology of Educational Attainment: A Nuclear Twin Family Study into the Genetic and Environmental Influences on School Leaving Certificates
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Eifler, Eike Friederike; Riemann, Rainer – British Journal of Educational Psychology, 2022
Background: Educational attainment is connected to many important life outcomes, and the previous research has already focused on identifying its genetic and environmental components. However, most of these studies used twin data only and did not incorporate information from other family members. Twin studies typically decompose the phenotypic…
Descriptors: Etiology, Educational Attainment, Twins, Genetics
The Nature of the Association between Number Line and Mathematical Performance: An International Twin Study
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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
The Equal Environments Assumption of Classical Twin Studies May Not Hold
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Richardson, Ken; Norgate, Sarah – British Journal of Educational Psychology, 2005
The classical twin method -- comprising comparisons of monozygotic (MZ) and dizygotic (DZ) twins -- in the domain of cognitive abilities and attainments has led to wide acceptance of results suggesting a large amount of additive genetic variance, with far-reaching implications both for the nature of future studies on the causes of cognitive…
Descriptors: Twins, Psychological Studies, Psychological Patterns
Nature, Nurture and Academic Achievement: A Twin Study of Teacher Assessments of 7-year-olds
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Walker, Sheila O.; Petrill, Stephen A.; Spinath, Frank M.; Plomin, Robert – British Journal of Educational Psychology, 2004
Background: Twin research has consistently shown substantial genetic influence on individual differences in cognitive ability; however, much less is known about the genetic and environmental aetiologies of school achievement. Aims: Our goal is to test the hypotheses that teacher-assessed achievement in the early school years shows substantial…
Descriptors: Teaching Methods, Foreign Countries, Environmental Influences, Cognitive Ability
The Heritability of Fluid and Crystallised Intelligence, Estimated by a Least Squares Use of the Mava Method.
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Cattell, R. B. – British Journal of Educational Psychology, 1980
Hereditability of the two second order intelligence factors gc and gf was studied using the MAVA design in 470 brothers reared together, 94 identical twins reared together, 124 fraternal twins reared together, and 1543 boys (fluid intelligence) and 2579 (crystallized intelligence) unrelated. All were in the 12-18 age range. (Author)
Descriptors: Adolescents, Heredity, Intelligence, Least Squares Statistics
Further Evidence for Genetic Influences on Educational Achievement.
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Gill, C. E.; And Others – British Journal of Educational Psychology, 1985
This study analyzed the Tertiary Admission Examination and Australian Scholastic Aptitude Test results for 264 pairs of 17-year-old monozygotic and dizygotic twins in Western Australia to determine if examination performance is influenced by environmental or genetic factors. Purely environmental models are rejected as inadequate explanations of…
Descriptors: Academic Achievement, Analysis of Covariance, Cognitive Ability, Environmental Influences