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X Demographics
Mendeley readers
Attention Score in Context
| Title |
The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence
|
|---|---|
| Published in |
Proceedings of the National Academy of Sciences of the United States of America, October 2014
|
| DOI | 10.1073/pnas.1408777111 |
| Pubmed ID | |
| Authors |
Eva Krapohl, Kaili Rimfeld, Nicholas G. Shakeshaft, Maciej Trzaskowski, Andrew McMillan, Jean-Baptiste Pingault, Kathryn Asbury, Nicole Harlaar, Yulia Kovas, Philip S. Dale, Robert Plomin |
| Abstract |
Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35-58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence. |
X Demographics
The data shown below were collected from the profiles of 402 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 49 | 12% |
| United States | 47 | 12% |
| Japan | 18 | 4% |
| Spain | 11 | 3% |
| Canada | 8 | 2% |
| Germany | 6 | 1% |
| Australia | 6 | 1% |
| Sweden | 6 | 1% |
| Netherlands | 5 | 1% |
| Other | 45 | 11% |
| Unknown | 201 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 314 | 78% |
| Scientists | 59 | 15% |
| Practitioners (doctors, other healthcare professionals) | 16 | 4% |
| Science communicators (journalists, bloggers, editors) | 12 | 3% |
| Unknown | 1 | <1% |
Mendeley readers
The data shown below were compiled from readership statistics for 494 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 1% |
| Germany | 3 | <1% |
| United Kingdom | 3 | <1% |
| Sweden | 2 | <1% |
| Canada | 2 | <1% |
| Japan | 2 | <1% |
| France | 1 | <1% |
| Brazil | 1 | <1% |
| Australia | 1 | <1% |
| Other | 8 | 2% |
| Unknown | 466 | 94% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 103 | 21% |
| Student > Master | 77 | 16% |
| Researcher | 70 | 14% |
| Student > Bachelor | 40 | 8% |
| Student > Doctoral Student | 28 | 6% |
| Other | 99 | 20% |
| Unknown | 77 | 16% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 142 | 29% |
| Agricultural and Biological Sciences | 55 | 11% |
| Social Sciences | 53 | 11% |
| Biochemistry, Genetics and Molecular Biology | 25 | 5% |
| Medicine and Dentistry | 19 | 4% |
| Other | 94 | 19% |
| Unknown | 106 | 21% |
Attention Score in Context
This research output has an Altmetric Attention Score of 629. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 07 April 2024.
All research outputs
#35,994
of 25,782,917 outputs
Outputs from Proceedings of the National Academy of Sciences of the United States of America
#1,017
of 103,734 outputs
Outputs of similar age
#239
of 268,227 outputs
Outputs of similar age from Proceedings of the National Academy of Sciences of the United States of America
#13
of 931 outputs
Altmetric has tracked 25,782,917 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 99th percentile: it's in the top 5% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 103,734 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 39.7. This one has done particularly well, scoring higher than 99% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 268,227 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 99% of its contemporaries.
We're also able to compare this research output to 931 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 98% of its contemporaries.