Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample.

Clicks: 409
ID: 70601
2019
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #1 of 4 articles by views in Behavior Genetics

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
We investigated the extent to which performance on standardized achievement tests, executive function (EF), and aggression in childhood and adolescence accounted for the relationship between a polygenic score for educational attainment (EA PGS) and years of education in a community sample of African Americans. Participants (N = 402; 49.9% female) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city and followed into adulthood. In first and twelfth grade, participants completed math and reading standardized tests and teachers reported on participants' aggression and EF, specifically impulsivity and concentration problems. At age 20, participants reported on their years of education and post-secondary degrees attained and their genotype was assayed from blood or buccal swabs. An EA PGS was created using results from a large-scale GWAS on EA. A higher EA PGS was associated with higher education indirectly via adolescent achievement. No other mediating mechanisms were significant. Adolescent academic achievement is thus one mechanism through which polygenic propensity for EA influences post-secondary education among urban, African American youth.
Reference Key
rabinowitz2019pathwaysbehavior Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Rabinowitz, Jill A;Kuo, Sally I-Chun;Domingue, Benjamin;Smart, Mieka;Felder, William;Benke, Kelly;Maher, Brion S;Ialongo, Nicholas S;Uhl, George;
Journal Behavior Genetics
Year 2019
DOI
10.1007/s10519-019-09982-7
URL
Keywords
adolescence childhood aggression executive function educational attainment achievement polygenic score

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.