Predicting educational achievement from genomic measures and socioeconomic status.
Predicting educational achievement from genomic measures and socioeconomic status.
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根据基因组测量和社会经济状况预测教育成就。
DOI：
10.1111/desc.12925
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发表时间：
2020
影响因子：
3.7
通讯作者：
Plomin,Robert
中科院分区：
文献类型：
--
作者：
vonStumm,Sophie;Smith-Woolley,Emily;Ayorech,Ziada;McMillan,Andrew;Rimfeld,Kaili;Dale,PhilipS;Plomin,Robert
从出生开始，儿童教育成就的两个最佳预测因素是父母的社会经济地位（SES），最近，儿童的遗传DNA差异可以在全基因组多基因评分（GPS）中汇总。在这里，我们第一次在近5,000名英国学龄儿童的样本中绘制了这两个教育成就预测因素在7岁，11岁，14岁和16岁之间的发展相互作用。我们发现，从GPS和SES的教育成就的预测稳步增加整个学年。使用潜在增长曲线模型，我们发现，GPS和SES不仅预测在一年级的教育成就，但他们也占整个学年的成就系统的变化。在16岁义务教育结束时，GPS和SES分别预测了14%和23%的教育成就方差。对GPS和SES极端的分析突出了它们的影响和相互作用：在GPS高且来自高SES家庭的儿童中，77%上大学，而GPS低且来自低SES背景的儿童中有21%上大学。我们发现，GPS和SES与教育成就的关联主要是加性的，这表明它们的联合影响对于分布极端的儿童尤其显著。
The two best predictors of children's educational achievement available from birth are parents’ socioeconomic status (SES) and, recently, children's inherited DNA differences that can be aggregated in genome‐wide polygenic scores (GPS). Here, we chart for the first time the developmental interplay between these two predictors of educational achievement at ages 7, 11, 14 and 16 in a sample of almost 5,000 UK school children. We show that the prediction of educational achievement from both GPS and SES increases steadily throughout the school years. Using latent growth curve models, we find that GPS and SES not only predict educational achievement in the first grade but they also account for systematic changes in achievement across the school years. At the end of compulsory education at age 16, GPS and SES, respectively, predict 14% and 23% of the variance of educational achievement. Analyses of the extremes of GPS and SES highlight their influence and interplay: In children who have high GPS and come from high SES families, 77% go to university, whereas 21% of children with low GPS and from low SES backgrounds attend university. We find that the associations of GPS and SES with educational achievement are primarily additive, suggesting that their joint influence is particularly dramatic for children at the extreme ends of the distribution.