In a recent study published in Nature Human Behavior , researchers assessed the associations between cognitive and non-cognitive (NCS) skills and academic achievement from ages 7 to 16. Study: Genetic associations between non-cognitive skills and academic achievement over development. Image Credit: PeopleImages.
com - Yuri A/Shutterstock.com Background Children who can regulate their impulses and attention and are motivated and emotionally stable perform better in school, independent of their cognitive abilities. These socioemotional characteristics have been described as NCS.
NCS predicting better educational outcomes can be classified into three overlapping domains – personality traits, motivational factors, and self-regulatory strategies. Research on twins has revealed that genetic differences between individuals contribute to differences in NCS. Most NCS are moderately heritable.
Besides, studies have observed genetic correlations between NCS and academic achievement. These genetic links have been confirmed using deoxyribonucleic acid (DNA)-based methods. Genome-wide association studies (GWAS) have identified genetic variants correlated with the completion of formal education.
A polygenic score (PGS) based on GWAS results predicts greater academic motivation, increased self-control, and more adaptive personality traits. Further, NCS genetics are related to health-risk behaviors, gratification delay, openness to experience, and conscientiousness. About the study In the pr.