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Goldsmiths - University of London

Predicting educational achievement from DNA

Selzam, S; Krapohl, E; von Stumm, S; O'Reilly, P F; Rimfeld, K; Kovas, Yulia; Dale, P S; Lee, J J and Plomin, R. 2016. Predicting educational achievement from DNA. Molecular Psychiatry, 22(2), pp. 267-272. ISSN 1359-4184 [Article]

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Abstract or Description

A genome-wide polygenic score (GPS), derived from a 2013 genome-wide association study (N = 127,000), explained 2% of the variance in total years of education (EduYears). In a follow-up study (N = 329,000), a new EduYears GPS explains up to 4%. Here, we tested the association between this latest EduYears GPS and educational achievement scores at ages 7, 12 and 16 in an independent sample of 5825 UK individuals. We found that EduYears GPS explained greater amounts of variance in educational achievement over time, up to 9% at age 16, accounting for 15% of the heritable variance. This is the strongest GPS prediction to date for quantitative behavioral traits. Individuals in the highest and lowest GPS septiles differed by a whole school grade at age 16. Furthermore, EduYears GPS was associated with general cognitive ability (~3.5%) and family socioeconomic status (~7%). There was no evidence of an interaction between EduYears GPS and family socioeconomic status on educational achievement or on general cognitive ability. These results are a harbinger of future widespread use of GPS to predict genetic risk and resilience in the social and behavioral sciences.

Item Type: Article

Identification Number (DOI):

https://doi.org/10.1038/mp.2016.107

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
19 July 2016Published
23 May 2016Accepted
1 April 2016Submitted

Item ID:

20655

Date Deposited:

07 Jul 2017 15:21

Last Modified:

07 Jul 2017 15:21

URI: http://research.gold.ac.uk/id/eprint/20655

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