ArticleDevelopmental science2020
The intergenerational transmission of mathematics achievement in middle childhood: A prospective adoption design.
Article in Developmental science, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Parental characteristics and offspring mental health and related outcomes: a systematic review of genetically informative literature.Translational psychiatry · 2021Pooled it
- Exploring effects of an early math intervention: The importance of parent-child interaction.Child development · 2023Article
- Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood.Child development · 2022Article
- Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective.Journal of numerical cognition · 2021Article
- An examination of genetic and environmental factors related to negative personality traits, educational attainment, and economic success.Developmental psychology · 2021Article
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Authors and funding
7 authors.
Funding
Abstract
The present study uses a parent-offspring adoption design to examine the dual roles of heritable and environmental influences on children's mathematics achievement. Linked sets (N = 195) of adopted children, adoptive parents, and birth parents each completed a measure of mathematics fluency (i.e., simple computational operations). Birth parent mathematics achievement and adoptive father mathematics achievement positively correlated with child achievement scores at age 7, whereas adoptive mother and adopted child mathematics achievement scores were not significantly associated with one another. Additionally, findings demonstrated no significant effects of gene-environment interactions on child mathematics achievement at age 7. These results indicate that both heritable and rearing environmental factors contribute to children's mathematics achievement and identify unique influences of the paternal rearing environment on mathematics achievement in middle childhood.
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