ArticleLearning and individual differences2013
Understanding the science-learning environment: A genetically sensitive approach.
Article in Learning and individual differences, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Role of students' context in predicting academic performance at a medical school: a retrospective cohort study.BMJ open · 2016Article
- Pleiotropy across academic subjects at the end of compulsory education.Scientific reports · 2015Article
- Genotype-environment correlation in the era of DNA.Behavior genetics · 2014Article
- The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.Proceedings of the National Academy of Sciences of the United States of America · 2014Article
- Twins Early Development Study (TEDS): a genetically sensitive investigation of cognitive and behavioral development from childhood to young adulthood.Twin research and human genetics : the official journal of the International Society for Twin Studies · 2013Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000 pairs of 14-year-old twins from the UK Twins Early Development Study reported on their experiences of the science-learning environment and were assessed for their performance in science using a web-based test of scientific enquiry. Multivariate twin analyses were used to investigate the genetic and environmental links between environment and outcome. The most surprising result was that the science-learning environment was almost as heritable (43%) as performance on the science test (50%), and showed negligible shared environmental influence (3%). Genetic links explained most (56%) of the association between learning environment and science outcome, indicating gene-environment correlation.
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Registered trials
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