The Moderating Influence of School Achievement on Intelligence in Young Adulthood

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

The Moderating Influence of School Achievement on Intelligence in Young Adulthood. / Hegelund, Emilie Rune; Mortensen, Erik Lykke; Flensborg-Madsen, Trine; Dammeyer, Jesper; Christensen, Kaare; Johnson, Wendy.

In: Behavior Genetics, Vol. 51, 2021, p. 45–57.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Hegelund, ER, Mortensen, EL, Flensborg-Madsen, T, Dammeyer, J, Christensen, K & Johnson, W 2021, 'The Moderating Influence of School Achievement on Intelligence in Young Adulthood', Behavior Genetics, vol. 51, pp. 45–57. https://doi.org/10.1007/s10519-020-10027-7

APA

Hegelund, E. R., Mortensen, E. L., Flensborg-Madsen, T., Dammeyer, J., Christensen, K., & Johnson, W. (2021). The Moderating Influence of School Achievement on Intelligence in Young Adulthood. Behavior Genetics, 51, 45–57. https://doi.org/10.1007/s10519-020-10027-7

Vancouver

Hegelund ER, Mortensen EL, Flensborg-Madsen T, Dammeyer J, Christensen K, Johnson W. The Moderating Influence of School Achievement on Intelligence in Young Adulthood. Behavior Genetics. 2021;51:45–57. https://doi.org/10.1007/s10519-020-10027-7

Author

Hegelund, Emilie Rune ; Mortensen, Erik Lykke ; Flensborg-Madsen, Trine ; Dammeyer, Jesper ; Christensen, Kaare ; Johnson, Wendy. / The Moderating Influence of School Achievement on Intelligence in Young Adulthood. In: Behavior Genetics. 2021 ; Vol. 51. pp. 45–57.

Bibtex

@article{0fada01630f54738922be0f606092f8b,
title = "The Moderating Influence of School Achievement on Intelligence in Young Adulthood",
abstract = "Education has been suggested to be possibly the most consistent, robust, and durable method available for raising intelligence, but little is known about the genetic and environmental interplay underlying this association. Therefore, we investigated how school achievement, as measured by grade point average in lower secondary school at 15 years of age, moderated intelligence variation in young adulthood. The sample consisted of all Danish male twin pairs who had left lower secondary school since 2002 and appeared, typically at age 18, before a draft board through 2015 (N = 2660). Shared environmental variance unique to intelligence (10% of total variance) was found to be greater among individuals with poor school achievement. However, school achievement did not moderate the genetic influences or the non-shared environmental influences on intelligence. We discuss the implications of this in light of the constraints imposed by the statistical models we used.",
author = "Hegelund, {Emilie Rune} and Mortensen, {Erik Lykke} and Trine Flensborg-Madsen and Jesper Dammeyer and Kaare Christensen and Wendy Johnson",
note = "Correction: 10.1007/s10519-021-10098-0",
year = "2021",
doi = "10.1007/s10519-020-10027-7",
language = "English",
volume = "51",
pages = "45–57",
journal = "Behavior Genetics",
issn = "0001-8244",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - The Moderating Influence of School Achievement on Intelligence in Young Adulthood

AU - Hegelund, Emilie Rune

AU - Mortensen, Erik Lykke

AU - Flensborg-Madsen, Trine

AU - Dammeyer, Jesper

AU - Christensen, Kaare

AU - Johnson, Wendy

N1 - Correction: 10.1007/s10519-021-10098-0

PY - 2021

Y1 - 2021

N2 - Education has been suggested to be possibly the most consistent, robust, and durable method available for raising intelligence, but little is known about the genetic and environmental interplay underlying this association. Therefore, we investigated how school achievement, as measured by grade point average in lower secondary school at 15 years of age, moderated intelligence variation in young adulthood. The sample consisted of all Danish male twin pairs who had left lower secondary school since 2002 and appeared, typically at age 18, before a draft board through 2015 (N = 2660). Shared environmental variance unique to intelligence (10% of total variance) was found to be greater among individuals with poor school achievement. However, school achievement did not moderate the genetic influences or the non-shared environmental influences on intelligence. We discuss the implications of this in light of the constraints imposed by the statistical models we used.

AB - Education has been suggested to be possibly the most consistent, robust, and durable method available for raising intelligence, but little is known about the genetic and environmental interplay underlying this association. Therefore, we investigated how school achievement, as measured by grade point average in lower secondary school at 15 years of age, moderated intelligence variation in young adulthood. The sample consisted of all Danish male twin pairs who had left lower secondary school since 2002 and appeared, typically at age 18, before a draft board through 2015 (N = 2660). Shared environmental variance unique to intelligence (10% of total variance) was found to be greater among individuals with poor school achievement. However, school achievement did not moderate the genetic influences or the non-shared environmental influences on intelligence. We discuss the implications of this in light of the constraints imposed by the statistical models we used.

U2 - 10.1007/s10519-020-10027-7

DO - 10.1007/s10519-020-10027-7

M3 - Journal article

C2 - 33190169

VL - 51

SP - 45

EP - 57

JO - Behavior Genetics

JF - Behavior Genetics

SN - 0001-8244

ER -

ID: 251581668