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Cognitive, Noncognitive, and Family Background Contributions to College Attainment: A Behavioral Genetic Perspective.

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Title: Cognitive, Noncognitive, and Family Background Contributions to College Attainment: A Behavioral Genetic Perspective.
Authors: McGue, Matt, Rustichini, Aldo, Iacono, William G.
Source: Journal of Personality. Feb2017, Vol. 85 Issue 1, p65-78. 14p. 2 Diagrams, 3 Charts, 3 Graphs.
Subjects: Behavior genetics, Educational attainment, Cognitive ability, College graduates, Twins, Nature & nurture, Ability, Comparative studies, Families, Longitudinal method, Research methodology, Medical cooperation, Research, Research funding, Phenotypes, Evaluation research
Geographic Terms: Minnesota
Abstract: There is considerable evidence that college attainment is associated with family background and cognitive and noncognitive skills. Behavioral genetic methods are used to determine whether the family background effect is mediated through cognitive and noncognitive skill development. We analyze data from two longitudinal behavioral genetic studies: the Minnesota Twin Family Study, consisting of 1,382 pairs of like-sex twins and their parents, and the Sibling Interaction and Behavior Study, consisting of 409 adoptive and 208 nonadoptive families with two offspring and their rearing parents. Cognitive ability, noncognitive skills, and family background are all associated with offspring college attainment. Biometric analysis shows that the intergenerational transmission of college attainment owes to both genetic and shared environmental factors. The shared environmental influence was not due to highly educated parents fostering noncognitive skill development in their children, and there was limited evidence that they foster cognitive skill development. The environmental transmission of educational attainment does not appear to be a consequence of highly educated parents fostering cognitive and noncognitive skill development. Alternative mechanisms are needed to explain the strong shared environmental influence on college attainment. Possibilities include academic expectations, social network effects, and the economic benefits of having wealthy parents. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Personality is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cognitive, Noncognitive, and Family Background Contributions to College Attainment: A Behavioral Genetic Perspective.
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  Data: There is considerable evidence that college attainment is associated with family background and cognitive and noncognitive skills. Behavioral genetic methods are used to determine whether the family background effect is mediated through cognitive and noncognitive skill development. We analyze data from two longitudinal behavioral genetic studies: the Minnesota Twin Family Study, consisting of 1,382 pairs of like-sex twins and their parents, and the Sibling Interaction and Behavior Study, consisting of 409 adoptive and 208 nonadoptive families with two offspring and their rearing parents. Cognitive ability, noncognitive skills, and family background are all associated with offspring college attainment. Biometric analysis shows that the intergenerational transmission of college attainment owes to both genetic and shared environmental factors. The shared environmental influence was not due to highly educated parents fostering noncognitive skill development in their children, and there was limited evidence that they foster cognitive skill development. The environmental transmission of educational attainment does not appear to be a consequence of highly educated parents fostering cognitive and noncognitive skill development. Alternative mechanisms are needed to explain the strong shared environmental influence on college attainment. Possibilities include academic expectations, social network effects, and the economic benefits of having wealthy parents. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Personality is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=120660478
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/jopy.12230
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 65
    Subjects:
      – SubjectFull: Behavior genetics
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: College graduates
        Type: general
      – SubjectFull: Twins
        Type: general
      – SubjectFull: Nature & nurture
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Families
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Medical cooperation
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Phenotypes
        Type: general
      – SubjectFull: Evaluation research
        Type: general
      – SubjectFull: Minnesota
        Type: general
    Titles:
      – TitleFull: Cognitive, Noncognitive, and Family Background Contributions to College Attainment: A Behavioral Genetic Perspective.
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            NameFull: McGue, Matt
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            NameFull: Rustichini, Aldo
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              Text: Feb2017
              Type: published
              Y: 2017
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              Value: 85
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