ArticleFrontiers in genetics2017
Can We Validate the Results of Twin Studies? A Census-Based Study on the Heritability of Educational Achievement.
Article in Frontiers in genetics, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Using Bifactor Twin Modeling to Assess the Genetic and Environmental Dimensionality of Adult ADHD Symptoms.Behavior genetics · 2025Article
- Gene-environment interaction analysis of school quality and educational inequality.NPJ science of learning · 2024Article
- Guest editorial: Overview, implications, and directions of twin design research exploring neurodevelopmental conditions.JCPP advances · 2022Article
- Delayed tracking and inequality of opportunity: Gene-environment interactions in educational attainment.NPJ science of learning · 2022Article
- Parenting in the Context of the Child: Genetic and Social Processes.Monographs of the Society for Research in Child Development · 2022Article
- An examination of genetic and environmental factors related to negative personality traits, educational attainment, and economic success.Developmental psychology · 2021Article
- The moderating role of SES on genetic differences in educational achievement in the Netherlands.NPJ science of learning · 2019Article
- Country-by-genotype-by-environment interaction in childhood academic achievement.Proceedings of the National Academy of Sciences of the United States of America · 2017Article
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Authors and funding
3 authors.
Funding
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Abstract
As for most phenotypes, the amount of variance in educational achievement explained by SNPs is lower than the amount of additive genetic variance estimated in twin studies. Twin-based estimates may however be biased because of self-selection and differences in cognitive ability between twins and the rest of the population. Here we compare twin registry based estimates with a census-based heritability estimate, sampling from the same Dutch birth cohort population and using the same standardized measure for educational achievement. Including important covariates (i.e., sex, migration status, school denomination, SES, and group size), we analyzed 893,127 scores from primary school children from the years 2008-2014. For genetic inference, we used pedigree information to construct an additive genetic relationship matrix. Corrected for the covariates, this resulted in an estimate of 85%, which is even higher than based on twin studies using the same cohort and same measure. We therefore conclude that the genetic variance not tagged by SNPs is not an artifact of the twin method itself.
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