ArticleNature human behaviour2024
Genetic associations between non-cognitive skills and academic achievement over development.
Article in Nature human behaviour, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 1 of them a synthesis that pooled it.
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Who cites it
17 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Genetic landscape of adult executive function reveals a cell-type-specific developmental origin.Nature communications · 2026Pooled it
- Genetics of Educational Attainment and Childhood Problem Behavior: Direct Genetic Effects, Cognitive Pathways, and Sex Differences.Behavior genetics · 2026Article
- Developmental Correlates of Epigenetic and Polygenic Indices of Cognition and Educational Attainment from Birth to Young Adulthood.Research square · 2026Article
- Common and rare genetic variant associations with cognitive performance across development in British birth cohorts.Nature human behaviour · 2026Article
- The neurodevelopmental spectrum: phenotypic architecture, etiology, predictive utility, and specificity across development.Molecular psychiatry · 2026Article
- Non-cognitive skills mediate education-related polygenic score associations with academic achievement across development.Nature communications · 2026Article
- Developmental Correlates of Epigenetic and Polygenic Indices of Cognition and Educational Attainment from Birth to Young Adulthood.bioRxiv : the preprint server for biology · 2026Article
- Disorder-Specific Genetic Effects Drive the Associations Between Psychopathology and Cognitive Functioning.Biological psychiatry global open science · 2026Article
- Further assessment of the non-cognitive adaptive resourcefulness model comprising mental toughness, resilience, and self-efficacy: relationships with emotional intelligence and chronic time pressure.Frontiers in psychology · 2026Article
- Beyond standardized measures: a mixed-methods pilot study of integrated non-cognitive skills training in German upper secondary students.Frontiers in psychology · 2026Article
- The Role of Emotional Intelligence and Frustration Intolerance in the Academic Performance of University Students: A Structural Equation Model.Journal of Intelligence · 2025Article
- Polygenic Associations With Educational Attainment in East Versus West Germany: Differences Emerge After Reunification.Psychological science · 2025Article
- Association between bullying victimization and obsessive-compulsive disorder: a population-based, genetically informative study.Molecular psychiatry · 2025Article
- Robust inference and widespread genetic correlates from a large-scale genetic association study of human personality.bioRxiv : the preprint server for biology · 2025Article
- Gene-environment correlation: the role of family environment in academic development.Molecular psychiatry · 2025Article
- From genetic disposition to academic achievement: The mediating role of non-cognitive skills across development.bioRxiv : the preprint server for biology · 2025Article
- Cognitive ability, gender, and well-being in school contexts: longitudinal evidence from Sweden.Frontiers in psychology · 2024Article
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Abstract
Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wales. The results showed that the association between non-cognitive skills and academic achievement increased across development. Twin and polygenic scores analyses found that the links between non-cognitive genetics and academic achievement became stronger over the school years. The results from within-family analyses indicated that non-cognitive genetic effects on academic achievement could not simply be attributed to confounding by environmental differences between nuclear families, consistent with a possible role for evocative/active gene-environment correlations. By studying genetic associations through a developmental lens, we provide further insights into the role of non-cognitive skills in academic development.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.