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Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort

Psychology

Consistency of noncognitive skills and their relation to educational outcomes in a UK cohort

T. T. Morris, G. D. Smith, et al.

This study conducted by Tim T. Morris, George Davey Smith, Gerard van den Berg, and Neil M. Davies delves into the consistency of noncognitive skills and their genetic underpinnings. Findings reveal high consistency in behavioral skills and intriguing links to educational outcomes, challenging the norm that IQ holds all the answers. Discover how aggregate measures surpass traditional approaches in reliability.

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Playback language: English
Abstract
This study investigates the longitudinal consistency of noncognitive skills, their genomic architecture, and their associations with socioeconomic outcomes using data from a UK birth cohort. High longitudinal consistency was found for behavioral and communication skills, but low consistency for other skills. Consistent non-zero heritability was observed only for behavioral difficulties. Associations between noncognitive skills and educational outcomes were present but smaller than IQ-education associations. Aggregate measures of skills from longitudinal data provided more reliable measures than cross-sectional measures.
Publisher
Translational Psychiatry
Published On
Nov 05, 2021
Authors
Tim T. Morris, George Davey Smith, Gerard van den Berg, Neil M. Davies
Tags
noncognitive skills
longitudinal consistency
behavioral difficulties
genomic architecture
socioeconomic outcomes
educational outcomes
inheritance

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