2015
DOI: 10.1016/j.paid.2015.02.006
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Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries

Abstract: Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained ap… Show more

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Cited by 75 publications
(78 citation statements)
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“…Future studies should carry out "deep phenotyping" with SNPs from each chromosomal region that has produced hits in the educational attainment studies, to find out which of them are related to IQ (and its components, such as longterm memory, working memory, and abstract reasoning), and which are related to non-cognitive traits such as ambition, self-control, preference for abstract thinking, or incompetence in practical pursuits. There are reports indicating that school success is as much related to preferences and personality as to intelligence, and that these non-cognitive traits, if properly measured, are as heritable as IQ [20]. Another limitation is the reliance on estimates of population IQ as the phenotypic variable, which are not perfectly accurate, besides reflecting environmental and economic differences between populations.…”
Section: Discussionmentioning
confidence: 99%
“…Future studies should carry out "deep phenotyping" with SNPs from each chromosomal region that has produced hits in the educational attainment studies, to find out which of them are related to IQ (and its components, such as longterm memory, working memory, and abstract reasoning), and which are related to non-cognitive traits such as ambition, self-control, preference for abstract thinking, or incompetence in practical pursuits. There are reports indicating that school success is as much related to preferences and personality as to intelligence, and that these non-cognitive traits, if properly measured, are as heritable as IQ [20]. Another limitation is the reliance on estimates of population IQ as the phenotypic variable, which are not perfectly accurate, besides reflecting environmental and economic differences between populations.…”
Section: Discussionmentioning
confidence: 99%
“…Психогенетические исследования позволяют также проверить другие формы ГС со-действий, такие как генно-средовые взаимодействия (см. : Brendgen, Boivin, 2015;Brendgen et al, 2008).…”
Section: генно-средовая корреляция (Rгс)unclassified
“…Результаты перечисленных исследований в основном показы-вают, что общение с асоциальными друзьями зависит от активной rГС в подростковом возрасте, но слабо связано с генетической предрасполо-женностью ребенка до подросткового возраста. Такой паттерн предпола-гает, что rГС возникает постепенно в промежутке между началом и сере-диной подросткового возраста (вклады генетических факторов обычно составляют 20-42% дисперсии девиантных отношений в этом возрасте) (Brendgen, Boivin, 2015). Детальное рассмотрение генно-средового со-действия в отношениях с девиантными сверстниками выходит за рамки настоящей главы.…”
Section: 4unclassified
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