Genetics of educational attainment in Australian twins: Sex differences and secular changes
Genetics of educational attainment in Australian twins: Sex differences and secular changes
复制标题
DOI：
10.1007/bf02359887
复制
发表时间：
1996-03-01
影响因子：
2.6
通讯作者：
Martin, NG
中科院分区：
文献类型：
--
作者：
Baker, LA;Treloar, SA;Martin, NG
遗传和环境因素在教育成就产生个体差异的相对影响进行了比较，在妇女和男子之间，并在出生队列。在澳大利亚双胞胎的大样本中，自我报告的教育程度的遗传性在1950年前后出生的女性和男性之间没有变化。在一个基于1981年和1989年独立自我报告的双胞胎相似性的“心理测量”模型中，遗传因素解释了教育成就稳定方差的57%，而双胞胎共享的环境因素占方差的24%。然而，教育水平的表型选择性交配的校正表明，估计的共同环境效应可以完全解释的加性遗传值的队友之间的相关性。考虑到这一点，澳大利亚“真正”教育成就的遗传率可能高达82%，其余的变化是由于个人环境或经历。与斯堪的纳维亚国家以前的研究不同，澳大利亚的研究结果表明，影响教育成功的因素在男女之间以及在本世纪不同时间出生的个人之间是可比的。
The relative effects of genetic and environmental factors in producing individual differences in educational achievement are compared across women and men and over birth cohorts. In a large sample of Australian twin pairs, the heritability of self-reported educational attainment did not vary among women and men born before and after 1950. In a ''psychometric'' model of twin resemblance, based on separate self-reports in 1981 and 1989, genetic factors explained 57% of the stable variance in educational achievement, while environmental factors shared by twins accounted for 24% of the variance. Corrections for phenotypic assortative mating for educational level, however, suggested that estimated common-environmental effects could be entirely explained by the correlation between additive genetic values for mates. Taking this into account, heritability of ''true'' educational attainment in Australia may be as high as 82% with the remaining variation being due to individual environments or experiences. Unlike previous studies in Scandinavian countries, results in Australia suggest that factors influencing educational success are comparable between women and men and for individuals born at different points during this century.