More than nature and nurture, indirect genetic effects on children’s academic achievement are consequences of dynastic social processes

2024/01/15 by Michel G. Nivard, Daniel W. Belsky, K. Paige Harden +6 · 1 voice · 1 citation
Biochemistry, Genetics and Molecular Biology · Psychology · Social Sciences · #Cognitive Abilities and Testing #Genetic Associations and Epidemiology #Intergenerational and Educational Inequality Studies

paper · doi:10.1038/s41562-023-01796-2

crossref issued 2024/01/15 · crossref published 2024/01/15 · crossref published-online 2024/01/15 · openalex publication_date 2024/01/15 · crossref created 2024/01/15 · crossref deposited 2024/04/25 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01

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Discussions

• 9/11 However, the gene-environment is correlations are closer to zero than one, indicating that most parenting behaviour promoting education is unrelated to parental educational achievement. Somewhat [bsky, 0 points, 1 comments]