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Goldsmiths - University of London

Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.

Kovas, Yulia; Garon-Carrier, G.; Boivin, M.; Petrill, Stephen A.; Plomin, Robert; Malykh, S.; Spinath, F.; Murayama, K.; Ando, J.; Bogdanova, O.Y.; Brendgen, M.; Dionne, G.; Forget-Dubois, N.; Galajinsky, E.V.; Gottschling, J.; Guay, F.; Lemelin, J.P.; Logan, J.A.R; Yamagata, S.; Shikishima, C.; Spinath, B.; Thompson, L.A.; Tikhomirova, T.N.; Tremblay, R.; Vitaro, F. and Tosto, M.G.. 2015. Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Personality and Individual Differences, 80, pp. 51-63. ISSN 0191-8869 [Article]

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Abstract or Description

Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9 to 16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarityin academic motivation.Environmental influences stemmedentirely from individual specific experiences.

Item Type: Article

Identification Number (DOI):

doi.org/10.1016/j.paid.2015.02.006

Keywords:

Enjoyment; Self-perceived ability; Twin studies; Cross-cultural study; Teacher/classroom; effect; Individual differences

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
4 February 2015Accepted
5 March 2015Published Online
1 July 2015Published

Item ID:

20671

Date Deposited:

10 Aug 2017 14:33

Last Modified:

10 Aug 2017 14:33

URI: http://research.gold.ac.uk/id/eprint/20671

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