Twin ratings show chaos in the home is partially genetically confounded with school achievement (22% genetic variance; 37% of association via shared genes)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using child twin ratings of their rearing environment, 22% of variance in home chaos was attributable to genetic factors and 37% of the association between home chaos and school achievement was due to shared genes, implying home chaos lacks a completely direct causal role in achievement. → Hart 2021

Evidence¶

Hart 2021¶

Hart, S. A., Little, C. & van Bergen, E. (2021). Nurture might be nature: cautionary tales and proposed solutions. npj Science of Learning 6:2. https://doi.org/10.1038/s41539-020-00079-z

q2 · i? · review · r2

The article reports this published twin study, in which "using child twin ratings of their rearing environment", genetic influences on rated home chaos were detected. Percentages of variance explained are reported as printed; no standardized effect size is given, so impact is null.

"Hanscombe et al. 24 found that 22% of the variance of chaos in the home was attributable to genetic factors, and moreover, 37% of association between chaos in the home and school achievement was due to shared genes."

Discussion¶

Learner Variables¶

• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Genetic factors account for a substantial share of variation in educational outcomes and related behavioral traits — a broader claim this one bears on
• Educational achievement is highly heritable, and the common environmental variance is attributable to SES effects — related
• Delaying definite tracking is associated with a larger genetic influence and a lower shared-environmental influence on secondary educational attainment among Dutch twins — related
• School quality does not moderate genetic and shared-environmental influences on educational performance once moderation by school SES and parental SES is considered — related
• A Classical Twin Design model of educational attainment in the TwinLife sample estimates shared environmental influence at 43% and additive genetic influence at 34% — related
• In Dutch twin data, 61–91% of variance in Cito educational performance is attributable to genetic variance, 0–15% to shared environmental and 9–24% to non-shared environmental variance, depending on the assumed genetic relatedness of same-sex twins — related
• Twin and adoption studies suggest that 50–80% of IQ variation is due to genetic differences, with the range reflecting population heritability — related
• Moderation findings are sensitive to the assumed genetic relatedness of same-sex twins: no school-quality moderation at rSSG 0.75 or 0.80, and the gene-SES moderation holds at 0.75 but not 0.80 — related
• Associations between the rearing environment and children's outcomes can be partly or fully due to genetic confounding rather than causal environmental transmission — a broader claim this one bears on