ArticleScientific reports2015
Pleiotropy across academic subjects at the end of compulsory education.
Article in Scientific reports, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 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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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
22 citing papers in PubMed.
- The Genetic Specificity of Cognitive Tests After Controlling for General Cognitive Ability.Behavior genetics · 2025Article
- Gene-environment correlation: the role of family environment in academic development.Molecular psychiatry · 2025Article
- Multi-polygenic score prediction of mathematics, reading, and language abilities independent of general cognitive ability.Molecular psychiatry · 2025Article
- Genetic associations of risk behaviours and educational achievement.Communications biology · 2024Article
- Genetic knowledge and attitudes towards genetic testing among final-year medical students at a public university in Ecuador.Frontiers in medicine · 2024Article
- Article
- Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence.Scientific reports · 2021Article
- Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment.Royal Society open science · 2020Article
- Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association.Neuroscience and biobehavioral reviews · 2020Review
- Using DNA to predict educational trajectories in early adulthood.Developmental psychology · 2019Article
- The developmental course of inattention symptoms predicts academic achievement due to shared genetic aetiology: a longitudinal twin study.European child & adolescent psychiatry · 2019Article
- New literacy challenge for the twenty-first century: genetic knowledge is poor even among well educated.Journal of community genetics · 2019Article
- Shared genetic aetiology between cognitive performance and brain activations in language and math tasks.Scientific reports · 2018Article
- Genomics, Big Data, and Broad Consent: a New Ethics Frontier for Prevention Science.Prevention science : the official journal of the Society for Prevention Research · 2018Article
- Genetic and Environmental Influences on Fetal Growth Vary during Sensitive Periods in Pregnancy.Scientific reports · 2018Article
- The stability of educational achievement across school years is largely explained by genetic factors.NPJ science of learning · 2018Article
- Understanding the effects of education through the lens of biology.NPJ science of learning · 2018Review
- Genetics affects choice of academic subjects as well as achievement.Scientific reports · 2016Article
- Genome-wide association study of cognitive functions and educational attainment in UK Biobank (N=112 151).Molecular psychiatry · 2016Article
- Health effects associated with measured levels of contaminants in the Arctic.International journal of circumpolar health · 2016Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Research has shown that genes play an important role in educational achievement. A key question is the extent to which the same genes affect different academic subjects before and after controlling for general intelligence. The present study investigated genetic and environmental influences on, and links between, the various subjects of the age-16 UK-wide standardized GCSE (General Certificate of Secondary Education) examination results for 12,632 twins. Using the twin method that compares identical and non-identical twins, we found that all GCSE subjects were substantially heritable, and that various academic subjects correlated substantially both phenotypically and genetically, even after controlling for intelligence. Further evidence for pleiotropy in academic achievement was found using a method based directly on DNA from unrelated individuals. We conclude that performance differences for all subjects are highly heritable at the end of compulsory education and that many of the same genes affect different subjects independent of intelligence.
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