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New research shows that children's personalities might affect the way they perform in science and
maths.
Psychology researchers from The University of Texas at Austin have found that personality traits such as such as intellectual curiosity and confidence, made children more adept to take on math and reading than characteristics typically used to describe conscientiousness, such as diligence and perseverance.
"Our findings provide additional knowledge on the complex set of skills that interact and give rise to differences in academic achievement between children, as well as the complexity of genetic architecture of academic achievement, which is made of many parts beyond intellect," said the study's lead author, Margherita Malanchini, a postdoctoral fellow in the Department of Psychology and the Population Research Center at UT Austin...
Psychology researchers from The University of Texas at Austin have found that personality traits such as such as intellectual curiosity and confidence, made children more adept to take on math and reading than characteristics typically used to describe conscientiousness, such as diligence and perseverance.
"Our findings provide additional knowledge on the complex set of skills that interact and give rise to differences in academic achievement between children, as well as the complexity of genetic architecture of academic achievement, which is made of many parts beyond intellect," said the study's lead author, Margherita Malanchini, a postdoctoral fellow in the Department of Psychology and the Population Research Center at UT Austin...
The researchers found a strong relationship between the
ability to plan, organize and complete tasks, skills known as executive
functioning and competence in reading and math.
The link was primarily related to genetic factors. The same
children with high levels of executive functioning were more likely to
display traits of openness, intellectual curiosity and confidence.
The links were determined to be 60 percent shared genetic
factors and 40 percent environmental factors. Interesting the
researchers could not find the same links for personality
characteristics describing how conscientious and diligent a child is.
Read more...
Kaili Rimfeld et al, The stability of educational achievement across school years is largely explained by genetic factors, npj Science of Learning (2018).
DOI: 10.1038/s41539-018-0030-0
Kaili Rimfeld et al, The stability of educational achievement across school years is largely explained by genetic factors, npj Science of Learning (2018). DOI: 10.1038/s41539-018-0030-0
Read more at: https://phys.org/news/2018-09-genes-key-academic-success.html#jCp
Additional resources Read more at: https://phys.org/news/2018-09-genes-key-academic-success.html#jCp
Kaili Rimfeld et al, The stability of educational achievement across school years is largely explained by genetic factors, npj Science of Learning (2018).
DOI: 10.1038/s41539-018-0030-0
ili Rimfeld et al, The stability of educational achievement across school years is largely explained by genetic factors, npj Science of Learning (2018). DOI: 10.1038/s41539-018-0030-0
Read more at: https://phys.org/news/2018-09-genes-key-academic-success.html#jCp
Read more at: https://phys.org/news/2018-09-genes-key-academic-success.html#jCp
