Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort
Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range...
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| Published in | Translational psychiatry Vol. 11; no. 1; pp. 563 - 10 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
London
Nature Publishing Group UK
05.11.2021
Nature Publishing Group |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2158-3188 2158-3188 |
| DOI | 10.1038/s41398-021-01661-8 |
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| Abstract | Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability (
h
S
N
P
2
= 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. |
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| AbstractList | Abstract Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ( $$h_{SNP}^2$$ h S N P 2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ( \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$h_{SNP}^2$$\end{document} h S N P 2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability (hSNP2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ([Formula: see text] = 0.1-0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures.Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ([Formula: see text] = 0.1-0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ( h S N P 2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ([Formula: see text] = 0.1-0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have been unable to assess the longitudinal consistency of noncognitive skill measures. Using data from a UK birth cohort, we investigated a range of noncognitive skills: behavioural problems, social skills, communication, self-esteem, persistence, locus of control, empathy, impulsivity and personality. We assessed their consistency over a 17-year period throughout childhood and adolescence (age 6 months to 18 years), their genomic architecture, and their associations with socioeconomic outcomes. We found high longitudinal measurement consistency for behavioural and communication skills, but low consistency for other noncognitive skills, suggesting a high noise to signal ratio. We observed consistent non-zero heritability estimates and genetic correlations for only behavioural difficulties. Using aggregate measures of each skill over time, we found evidence of phenotypic correlations and heritability ( $$h_{SNP}^2$$ h S N P 2 = 0.1–0.2) for behaviour, communication, self-esteem and locus of control. Associations between noncognitive skills and educational outcomes were observed for skills measured in mid to late childhood but these were at most a third of the size of IQ-education associations. These results suggest that measures designed to capture noncognitive skills may be subject to considerable response heterogeneity or measurement error. Aggregate measures that leverage repeat responses from longitudinal data may offer researchers more reliable measures that better identify underlying noncognitive skills than cross sectional measures. |
| ArticleNumber | 563 |
| Author | Davies, Neil M. Morris, Tim T. van den Berg, Gerard Davey Smith, George |
| Author_xml | – sequence: 1 givenname: Tim T. orcidid: 0000-0001-8178-6815 surname: Morris fullname: Morris, Tim T. email: Tim.Morris@bristol.ac.uk organization: MRC Integrative Epidemiology Unit, University of Bristol, Population Health Sciences, Bristol Medical School, University of Bristol – sequence: 2 givenname: George orcidid: 0000-0002-1407-8314 surname: Davey Smith fullname: Davey Smith, George organization: MRC Integrative Epidemiology Unit, University of Bristol, Population Health Sciences, Bristol Medical School, University of Bristol – sequence: 3 givenname: Gerard surname: van den Berg fullname: van den Berg, Gerard organization: Department of Economics, University of Bristol, Department of Economics, University of Groningen, Department of Epidemiology, University Medical Center Groningen – sequence: 4 givenname: Neil M. orcidid: 0000-0002-2460-0508 surname: Davies fullname: Davies, Neil M. organization: MRC Integrative Epidemiology Unit, University of Bristol, Population Health Sciences, Bristol Medical School, University of Bristol |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/34741011$$D View this record in MEDLINE/PubMed |
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| CitedBy_id | crossref_primary_10_1086_733487 crossref_primary_10_1016_j_pnpbp_2024_110986 crossref_primary_10_1016_j_ehb_2023_101272 crossref_primary_10_5926_arepj_63_227 |
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KongAThorleifssonGFriggeMLVilhjalmssonBJYoungAIThorgeirssonTEThe nature of nurture: effects of parental genotypesScience (80-)201835942481:CAS:528:DC%2BC1cXhsVGhsrg%3D10.1126/science.aan6877 KovasYGaron-CarrierGBoivinMPetrillSAPlominRMalykhSBWhy children differ in motivation to learn: Insights from over 13,000 twins from 6 countriesPers Individ Dif201580516310.1016/j.paid.2015.02.006260521744372262 McGueMRustichiniAIaconoWGCognitive, noncognitive, and family background contributions to college attainment: a behavioral genetic perspectiveJ Pers201585657810.1111/jopy.12230 Tucker-DrobEMBrileyDAEngelhardtLEMannFDHardenKPGenetically-mediated associations between measures of childhood character and academic achievementJ Pers Soc Psychol201611179081510.1037/pspp0000098 YoungAIFriggeMLGudbjartssonDFThorleifssonGBjornsdottirGSulemPRelatedness disequilibrium regression estimates heritability without environmental biasNat Genet2018501304101:CAS:528:DC%2BC1cXhsFSqtbfO10.1038/s41588-018-0178-9301047646130754 SpeedDHemaniGJohnsonMRBaldingDJImproved heritability estimation from genome-wide SNPsAm J Hum Genet2012911011211:CAS:528:DC%2BC38XhvVWis7bP10.1016/j.ajhg.2012.10.010 WillemsYEDolanCVvan BeijsterveldtCde ZeeuwELBoomsmaDIBartelsMGenetic and environmental influences on self-control: assessing self-control with the ASEBA self-control scaleBehav Genet2018481354610.1007/s10519-018-9887-1 HeckmanJJStixrudJUrzuaSThe effects of cognitive and noncognitive abilities on labor market outcomes and social behaviorJ Labor Econ2006244118210.1086/504455 Duckworth AL, Quinn PD. Development and validation of the short Grit Scale (Grit-S). J Pers Assess. 2009. https://doi.org/10.1080/00223890802634290. BenjaminiYHochbergYControlling the false discovery rate: a practical and powerful approach to multiple testingJ R Stat Soc Ser B19955728930010.2307/2346101 BlandenJGreggPMacmillanLAccounting for intergenerational income persistence: noncognitive skills, ability and educationEcon J2007117C436010.1111/j.1468-0297.2007.02034.x Gidziela A, Rimfeld K, Malanchini M, Allegrini AG, McMillan A, Selzam S, et al. Using DNA to predict behaviour problems from preschool to adulthood. medRxiv 2021. https://doi.org/10.1101/2021.02.15.21251308. Kautz T, Heckman J, Diris R, ter Weel B, Borghans L. Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. 2014 https://doi.org/10.1787/19939019. WillemsYEBoesenNLiJFinkenauerCBartelsMThe heritability of self-control: a meta-analysisNeurosci Biobehav Rev2019100324341:STN:280:DC%2BB3cfpt1yitg%3D%3D10.1016/j.neubiorev.2019.02.012 BrileyDATucker-DrobEMComparing the developmental genetics of cognition and personality over the life spanJ Pers201785516410.1111/jopy.12186 CheesmanRMajor Depressive Disorder Working Group of the Psychiatric GenomicsCPurvesKLPingaultJBBreenGRijsdij KFExtracting stability increases the SNP heritability of emotional problems in young peopleTransl Psychiatry2018810.1038/s41398-018-0269-5 ReddenDTAllisonDBThe effect of assortative mating upon genetic association studies: Spurious associations and population substructure in the absence of admixtureBehav Genet2006366788610.1007/s10519-006-9060-016514473 Von StummSHellBChamorro-PremuzicTThe hungry mind: Intellectual curiosity is the third pillar of academic performancePerspect Psychol Sci201165748810.1177/1745691611421204 RaevuoriADickDMKeski-RahkonenAPulkkinenLRoseRJRissanenAGenetic and environmental factors affecting self-esteem from age 14 to 17: a longitudinal study of Finnish twinsPsychol Med20073716253310.1017/S0033291707000840 MalanchiniMEngelhardtLEGrotzingerADHardenKPTucker-DrobEM‘Same but different’: associations between multiple aspects of self-regulation, cognition, and academic abilitiesJ Pers Soc Psychol201911711648810.1037/pspp0000224 RobertsBWDelVecchioWFThe rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studiesPsychol Bull20001263251:STN:280:DC%2BD3c7jtlGhtQ%3D%3D10.1037/0033-2909.126.1.310668348 DuncanGJDowsettCJClaessensAMagnusonKHustonACKlebanovPSchool readiness and later achievementDev Psychol20074314284610.1037/0012-1649.43.6.1428 Carneiro P, Crawford C, Goodman A. 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WainwrightMAWrightMJLucianoMGeffenGMMartinNGGenetic covariation among facets of openness to experience and general cognitive abilityTwin Res Hum Genet2008112758610.1375/twin.11.3.27518498206 Cobb-ClarkDASchurerSTwo economists’ musings on the stability of locus of controlEcon J2013123F35840010.1111/ecoj.12069 HaworthSMitchellRCorbinLWadeKHDuddingTBudu-AggreyAApparent latent structure within the UK Biobank sample has implications for epidemiological analysisNat Commun20191010.1038/s41467-018-08219-1 SchmidtFLHunterJEThe validity and utility of selection methods in personnel psychology: practical and theoretical implications of 85 years of research findingsPsychol Bull19981242627410.1037/0033-2909.124.2.262 SmithersLGSawyerACPChittleboroughCRDaviesNMDavey SmithGLynchJWA systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomesNat Hum Behav201828678010.1038/s41562-018-0461-x O’ConnorMCPaunonenSVBig Five personality predictors of post-secondary academic performancePers Individ Dif2007439719010.1016/j.paid.2007.03.017 Laajaj R, Macours K. Measuring Skills in Developing Countries. Policy Res Work Paper. 2017. https://doi.org/10.1596/1813-9450-8000. Lemery-ChalfantKDoelgerLGoldsmithHHGenetic relations between effortful and attentional control and symptoms of psychopathology in middle childhoodInfant Child Dev Int J Res Pr2008173658510.1002/icd.581 FraserAMacdonald-WallisCTillingKBoydAGoldingJDavey SmithGCohort profile: The avon longitudinal study of parents and children: ALSPAC mothers cohortInt J Epidemiol2013429711010.1093/ije/dys066 GoodmanRThe Strengths and Difficulties Questionnaire: a research noteJ child Psychol psychiatry19973858161:STN:280:DyaK2szpvFKjsA%3D%3D10.1111/j.1469-7610.1997.tb01545.x HeckmanJJKautzTHard evidence on soft skillsLabour Econ2012194516410.1016/j.labeco.2012.05.014235596943612993 Brunello G, Schlotter M. Non Cognitive Skills and Personality Traits: Labour Market Relevance and their Development in Education & Training Systems. IZA Discussion Paper No. 5743. 2011. BarrickMRMountMKThe big five personality dimensions and job performance: a meta-analysisPers Psychol19914412610.1111/j.1744-6570.1991.tb00688.x PlominRDearyIJGenetics and intelligence differences: five special findingsMol Psychiatry201520981081:STN:280:DC%2BC2M7hsFKlsg%3D%3D10.1038/mp.2014.10525224258 MorrisTTDorlingDDavey SmithGHow well can we predict educational outcomes? Examining the roles of cognitive ability and social position in educational attainmentContemp Soc Sci20161111510.1080/21582041.2016.1138502 DohmenTFalkAHuffmanDSundeUSchuppJWagnerGGIndividual risk attitudes: measurement, determinants, and behavioral consequencesJ Eur Econ Assoc201195225010.1111/j.1542-4774.2011.01015.x YangJLeeSHGoddardMEVisscherPMGCTA: A tool for genome-wide complex trait analysisAm J Hum Genet20118876821:CAS:528:DC%2BC3MXktVejtg%3D%3D10.1016/j.ajhg.2010.11.011 Fleche S. Teacher Quality, Test Scores and Non-Cognitive Skills: Evidence from Primary School Teachers in the UK. 2017. http://eprints.lse.ac.uk/83602/. LucianoMWainwrightMAWrightMJMartinNGThe heritability of conscientiousness facets and their relationship to IQ and academic achievementPers Individ Dif20064011899910.1016/j.paid.2005.10.013 BoydAGoldingJMacleodJLawlorDAFraserAHendersonJCohort Profile: the’children of the 90s’–the index offspring of the avon longitudinal study of parents and childrenInt J Epidemiol2013421112710.1093/ije/dys064 TaylorAEJonesHJSallisHEuesdenJStergiakouliEDaviesNMExploring the association of genetic factors with participation in the avon longitudinal study of parents and childrenInt J Epidemiol20184712071610.1093/ije/dyy060 ScourfieldJMartinNLewisGMcGuffinPHeritability of social cognitive skills in children and adolescentsBr J Psychiatry1999175559641:STN:280:DC%2BD3c3kvFygsg%3D%3D10.1192/bjp.175.6.559 Tucker-DrobEMHardenKPA behavioral genetic perspective on noncognitive factors and academic achievementPsychological Sci2015271384910.1177/0956797615612727 BouchardTJLoehlinJCGenes, evolution, and personalityBehav Genet2001312437310.1023/A:101229432471311699599 BrileyDATucker-DrobEMGenetic and environmental continuity in personality development: a meta-analysisPsychol Bull201414013033110.1037/a0037091249561224152379 BorghansLDuckworthALHeckmanJJTer WeelBThe economics and psychology of personality traitsJ Hum Resour2008439721059. YE Willems (1661_CR26) 2018; 48 MC O’Connor (1661_CR14) 2007; 43 JJ Heckman (1661_CR4) 2012; 19 CJ Soto (1661_CR19) 2019; 30 1661_CR23 J Scourfield (1661_CR49) 1999; 175 A Boyd (1661_CR33) 2013; 42 YE Willems (1661_CR50) 2019; 100 L Borghans (1661_CR2) 2008; 43 L Borghans (1661_CR13) 2011; 51 M McGue (1661_CR9) 2015; 85 Y Benjamini (1661_CR40) 1995; 57 R Cheesman (1661_CR47) 2018; 8 DA Cobb-Clark (1661_CR21) 2013; 123 GJ Duncan (1661_CR5) 2007; 43 1661_CR8 1661_CR6 Y Kovas (1661_CR30) 2015; 80 MA Wainwright (1661_CR28) 2008; 11 1661_CR10 1661_CR1 1661_CR12 1661_CR11 M Malanchini (1661_CR18) 2019; 117 TT Morris (1661_CR39) 2016; 11 EM Tucker-Drob (1661_CR17) 2016; 111 M Luciano (1661_CR29) 2006; 40 A Goodman (1661_CR36) 2010; 38 D Speed (1661_CR53) 2012; 91 S Von Stumm (1661_CR16) 2011; 6 DT Redden (1661_CR55) 2006; 36 DA Briley (1661_CR51) 2017; 85 LG Smithers (1661_CR20) 2018; 2 K Lemery-Chalfant (1661_CR27) 2008; 17 1661_CR42 R Plomin (1661_CR44) 2015; 20 J Yang (1661_CR41) 2011; 88 AI Young (1661_CR52) 2018; 50 TJ Bouchard (1661_CR25) 2001; 31 R Goodman (1661_CR35) 1997; 38 A Kong (1661_CR43) 2018; 359 FL Schmidt (1661_CR15) 1998; 124 BW Roberts (1661_CR22) 2000; 126 AE Taylor (1661_CR45) 2018; 47 S Bowles (1661_CR3) 1976; 75 MR Barrick (1661_CR38) 1991; 44 T Dohmen (1661_CR24) 2011; 9 S Haworth (1661_CR54) 2019; 10 DA Briley (1661_CR31) 2014; 140 JJ Heckman (1661_CR7) 2006; 24 B St Pourcain (1661_CR46) 2015; 134 A Raevuori (1661_CR48) 2007; 37 J Blanden (1661_CR37) 2007; 117 A Fraser (1661_CR34) 2013; 42 EM Tucker-Drob (1661_CR32) 2015; 27 |
| References_xml | – reference: WainwrightMAWrightMJLucianoMGeffenGMMartinNGGenetic covariation among facets of openness to experience and general cognitive abilityTwin Res Hum Genet2008112758610.1375/twin.11.3.27518498206 – reference: SpeedDHemaniGJohnsonMRBaldingDJImproved heritability estimation from genome-wide SNPsAm J Hum Genet2012911011211:CAS:528:DC%2BC38XhvVWis7bP10.1016/j.ajhg.2012.10.010 – reference: BowlesSGintisHSchooling in capitalist America revisitedSociol Educ197675110.2307/3090251 – reference: O’ConnorMCPaunonenSVBig Five personality predictors of post-secondary academic performancePers Individ Dif2007439719010.1016/j.paid.2007.03.017 – reference: ScourfieldJMartinNLewisGMcGuffinPHeritability of social cognitive skills in children and adolescentsBr J Psychiatry1999175559641:STN:280:DC%2BD3c3kvFygsg%3D%3D10.1192/bjp.175.6.559 – reference: BrileyDATucker-DrobEMComparing the developmental genetics of cognition and personality over the life spanJ Pers201785516410.1111/jopy.12186 – reference: BrileyDATucker-DrobEMGenetic and environmental continuity in personality development: a meta-analysisPsychol Bull201414013033110.1037/a0037091249561224152379 – reference: RobertsBWDelVecchioWFThe rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studiesPsychol Bull20001263251:STN:280:DC%2BD3c7jtlGhtQ%3D%3D10.1037/0033-2909.126.1.310668348 – reference: YangJLeeSHGoddardMEVisscherPMGCTA: A tool for genome-wide complex trait analysisAm J Hum Genet20118876821:CAS:528:DC%2BC3MXktVejtg%3D%3D10.1016/j.ajhg.2010.11.011 – reference: DuncanGJDowsettCJClaessensAMagnusonKHustonACKlebanovPSchool readiness and later achievementDev Psychol20074314284610.1037/0012-1649.43.6.1428 – reference: Von StummSHellBChamorro-PremuzicTThe hungry mind: Intellectual curiosity is the third pillar of academic performancePerspect Psychol Sci201165748810.1177/1745691611421204 – reference: SotoCJHow replicable are links between personality traits and consequential life outcomes? The life outcomes of personality replication projectPsychol Sci2019307112710.1177/0956797619831612 – reference: CheesmanRMajor Depressive Disorder Working Group of the Psychiatric GenomicsCPurvesKLPingaultJBBreenGRijsdij KFExtracting stability increases the SNP heritability of emotional problems in young peopleTransl Psychiatry2018810.1038/s41398-018-0269-5 – reference: YoungAIFriggeMLGudbjartssonDFThorleifssonGBjornsdottirGSulemPRelatedness disequilibrium regression estimates heritability without environmental biasNat Genet2018501304101:CAS:528:DC%2BC1cXhsFSqtbfO10.1038/s41588-018-0178-9301047646130754 – reference: FraserAMacdonald-WallisCTillingKBoydAGoldingJDavey SmithGCohort profile: The avon longitudinal study of parents and children: ALSPAC mothers cohortInt J Epidemiol2013429711010.1093/ije/dys066 – reference: KovasYGaron-CarrierGBoivinMPetrillSAPlominRMalykhSBWhy children differ in motivation to learn: Insights from over 13,000 twins from 6 countriesPers Individ Dif201580516310.1016/j.paid.2015.02.006260521744372262 – reference: MorrisTTDorlingDDavey SmithGHow well can we predict educational outcomes? Examining the roles of cognitive ability and social position in educational attainmentContemp Soc Sci20161111510.1080/21582041.2016.1138502 – reference: HeckmanJJKautzTHard evidence on soft skillsLabour Econ2012194516410.1016/j.labeco.2012.05.014235596943612993 – reference: HeckmanJJStixrudJUrzuaSThe effects of cognitive and noncognitive abilities on labor market outcomes and social behaviorJ Labor Econ2006244118210.1086/504455 – reference: MalanchiniMEngelhardtLEGrotzingerADHardenKPTucker-DrobEM‘Same but different’: associations between multiple aspects of self-regulation, cognition, and academic abilitiesJ Pers Soc Psychol201911711648810.1037/pspp0000224 – reference: Gutman LM, Schoon I. The impact of non-cognitive skills on outcomes for young people: literature review. 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| Snippet | Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data and have... Abstract Noncognitive skills have been shown to associate with a range of health and socioeconomic outcomes. Many studies have relied on cross sectional data... |
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| SubjectTerms | 631/208/212 631/477/2811 Adolescent Behavioral Sciences Biological Psychology Birth Cohort Child Communication Cross-Sectional Studies Educational Status Humans Locus of control Medicine Medicine & Public Health Neurosciences Personality Pharmacotherapy Psychiatry Skills United Kingdom |
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| Title | Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort |
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