Tags

Type your tag names separated by a space and hit enter

Nature, nurture and academic achievement: a twin study of teacher assessments of 7-year-olds.
Br J Educ Psychol. 2004 Sep; 74(Pt 3):323-42.BJ

Abstract

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 genetic influence but only modest shared environmental influence when children are assessed by the same teachers and by different teachers.

SAMPLE

1,189 monozygotic (MZ) and dizygotic (DZ) twin pairs born in 1994 in England and Wales.

METHODS

Teachers evaluated academic achievement for 7-year-olds in Mathematics and English. Results were based on the twin method, which compares the similarity between identical and fraternal twins.

RESULTS

Suggested substantial genetic influence in that identical twins were almost twice as similar as fraternal twins when compared on teacher assessments for Mathematics, English and a total score.

CONCLUSIONS

The results confirm prior research suggesting that teacher assessments of academic achievement are substantially influenced by genetics. This finding holds even when twins are assessed independently by different teachers.

Authors+Show Affiliations

Social, Genetic and Developmental Psychiatry Research Centre, Institute of Psychiatry, King's College, London, UK. sheila.walker@iop.kcl.ac.ukNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Twin Study

Language

eng

PubMed ID

15296543

Citation

Walker, Sheila O., et al. "Nature, Nurture and Academic Achievement: a Twin Study of Teacher Assessments of 7-year-olds." The British Journal of Educational Psychology, vol. 74, no. Pt 3, 2004, pp. 323-42.
Walker SO, Petrill SA, Spinath FM, et al. Nature, nurture and academic achievement: a twin study of teacher assessments of 7-year-olds. Br J Educ Psychol. 2004;74(Pt 3):323-42.
Walker, S. O., Petrill, S. A., Spinath, F. M., & Plomin, R. (2004). Nature, nurture and academic achievement: a twin study of teacher assessments of 7-year-olds. The British Journal of Educational Psychology, 74(Pt 3), 323-42.
Walker SO, et al. Nature, Nurture and Academic Achievement: a Twin Study of Teacher Assessments of 7-year-olds. Br J Educ Psychol. 2004;74(Pt 3):323-42. PubMed PMID: 15296543.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Nature, nurture and academic achievement: a twin study of teacher assessments of 7-year-olds. AU - Walker,Sheila O, AU - Petrill,Stephen A, AU - Spinath,Frank M, AU - Plomin,Robert, PY - 2004/8/7/pubmed PY - 2004/12/16/medline PY - 2004/8/7/entrez SP - 323 EP - 42 JF - The British journal of educational psychology JO - Br J Educ Psychol VL - 74 IS - Pt 3 N2 - 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 genetic influence but only modest shared environmental influence when children are assessed by the same teachers and by different teachers. SAMPLE: 1,189 monozygotic (MZ) and dizygotic (DZ) twin pairs born in 1994 in England and Wales. METHODS: Teachers evaluated academic achievement for 7-year-olds in Mathematics and English. Results were based on the twin method, which compares the similarity between identical and fraternal twins. RESULTS: Suggested substantial genetic influence in that identical twins were almost twice as similar as fraternal twins when compared on teacher assessments for Mathematics, English and a total score. CONCLUSIONS: The results confirm prior research suggesting that teacher assessments of academic achievement are substantially influenced by genetics. This finding holds even when twins are assessed independently by different teachers. SN - 0007-0998 UR - https://www.unboundmedicine.com/medline/citation/15296543/Nature_nurture_and_academic_achievement:_a_twin_study_of_teacher_assessments_of_7_year_olds_ L2 - https://doi.org/10.1348/0007099041552387 DB - PRIME DP - Unbound Medicine ER -