Gene-environment correlation: the role of family environment in academic development.

ABSTRACT: Academic achievement is partly heritable and highly polygenic. However, genetic effects on academic achievement are not independent of environmental processes. We investigated whether aspects of the family environment mediated genetic effects on academic achievement across development. Our sample included 5151 children who participated in the Twins Early Development Study, as well as their parents and teachers. Data on academic achievement and family environments (parenting, home environments, and geocoded indices of neighbourhood characteristics) were available at ages 7, 9, 12 and 16. We computed educational attainment polygenic scores (PGS) and further separated genetic effects into cognitive and noncognitive PGS. Three core findings emerged. First, aspects of the family environment, bu

SUBMITTER: Zhou Q 

PROVIDER: S-EPMC11835719 | biostudies-literature | 2025 Mar

REPOSITORIES: biostudies-literature