Genes account for negligible variance in four-year-olds' math scores at very low SES but over 40% at very high SES¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the univariate model, the a′ parameter was significant, showing that genetic variance in math scores increases with SES, from negligible at very low SES to exceeding .30 units (45% of SES-independent variation) at very high SES. → Tucker-Drob 2011

Evidence¶

Tucker-Drob 2011¶

Tucker-Drob, Elliot M., & Harden, K. Paige. (2011). Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2011.11.015

q3 · i? · associational · r2

Univariate behavioral genetic model of math scores in the ECLS-B twin sample; the a′ parameter was significant (Step 2 estimate .124 [.051, .197]). Figure 2 plots the variance components as functions of SES, showing the pattern quoted above.

"At very low levels of SES, genes account for negligible variance in math scores, whereas at very high levels of SES the amount of variance in math scores accounted for by genes exceeds .30 (45% of the SES-independent variation)."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Genetic variance in learning motivation fully mediates the gene-by-SES interaction on four-year-olds' math achievement — related
• SES accounts for a modest 9% of variance in learning motivation but a larger 28% of variance in math achievement among four-year-olds — related
• SES does not moderate genetic, shared, or nonshared environmental variance in four-year-olds' learning motivation — related
• Genetic differences in learning motivation are more strongly predictive of math achievement among four-year-olds in higher-SES homes — related
• The reverse math-to-motivation genetic pathway is not moderated by SES, supporting a directional motivation-to-achievement relation — related