Evocative effects of children's education-associated genetics on maternal parenting: results from the Norwegian mother, father and child cohort study.

ABSTRACT:

Background

It has long been hypothesized that increasing heritability with age of cognitive and educational performance is partly attributable to evocative gene-environment correlation. However, this hypothesis has not been widely tested.

Methods

We addressed this gap by examining whether children's education polygenic scores (PGS_edu) were associated with maternal self-reported positive and literacy-focused parenting when children were 5 years old, and if evoked parenting differences mediated genetic effects on children's educational outcomes (mother-reported at 6-8 years of age), while controlling for parental PGS_edu. We also investigated whether maternal reports of children's language at 5 years old were associated with parenting and mediated genetic

SUBMITTER: Austerberry C 

PROVIDER: S-EPMC12812787 | biostudies-literature | 2026 Feb

REPOSITORIES: biostudies-literature