high heritability of educational achievement reflects many genetically influenced traits, not just intelligence

• Published in: Proceedings of the National Academy of Sciences - PNAS Vol. 111; no. 42; pp. 15273 - 15278
• Main Authors: Krapohl, Eva, Rimfeld, Kaili, Shakeshaft, Nicholas G., Trzaskowski, Maciej, McMillan, Andrew, Pingault, Jean-Baptiste, Asbury, Kathryn, Harlaar, Nicole, Kovas, Yulia, Dale, Philip S., Plomin, Robert
• Format: Journal Article
• Language: English
• Published: United States National Academy of Sciences 21.10.2014; National Acad Sciences
• Subjects: Academic achievement; Achievement; Behavior; Behavior problems; Behavioral genetics; Biological Sciences; Child; Cognition; Correlation analysis; Educational Status; Female; Genetics, Behavioral; Heritability; Humans; Intelligence; Intelligence - genetics; Learning; Longitudinal Studies; Male; Medical genetics; Models, Genetic; Multivariate Analysis; Personality; Personality traits; Phenotype; Phenotypic traits; Self efficacy; Twins; Twins - genetics; United Kingdom; United Kingdom; United Kingdom > UK; behavioral genetics; academic achievement; twin studies; general cognitive ability; personalized learning
• ISSN: 0027-8424; 1091-6490
• DOI: 10.1073/pnas.1408777111

Significance Differences among children in educational achievement are highly heritable from the early school years until the end of compulsory education at age 16, when UK students are assessed nationwide with standard achievement tests [General Certificate of Secondary Education (GCSE)]. Genetic research has shown that intelligence makes a major contribution to the heritability of educational achievement. However, we show that other broad domains of behavior such as personality and psychopathology also account for genetic influence on GCSE scores beyond that predicted by intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE scores. These results underline the importance of genetics in educational achievement and its correlates. The results also support the trend in education toward personalized learning. Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35–58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.