Nonshared Environmental Influences on Academic Achievement at Age 16: A Qualitative Hypothesis-Generating Monozygotic-Twin Differences Study

Autor/inn/en	Asbury, Kathryn; Moran, Nicola; Plomin, Robert
Titel	Nonshared Environmental Influences on Academic Achievement at Age 16: A Qualitative Hypothesis-Generating Monozygotic-Twin Differences Study
Quelle	In: AERA Open, 2 (2016) 4, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Environmental Influences; Academic Achievement; Adolescents; Twins; Individual Differences; Foreign Countries; Teacher Effectiveness; Teacher Student Relationship; Ability Grouping; Personality Traits; Grades (Scholastic); Behavior Patterns; United Kingdom + Suchen Sie Ihr Suchwort? Environmental influence; Umwelteinfluss; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Twin; Zwilling; Individueller Unterschied; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Homogene Gruppierung; Niveaugruppierung; Streaming; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Notenspiegel; Großbritannien
Abstract	Twin studies find ~20% of the variance in achievement in public examinations taken at age 16 in the United Kingdom can be explained by experiences not shared within families. Nonshared environmental (NSE) influences, including measurement error, explain why monozygotic (MZ) twins differ from each other. Such influences work independently of genetic effects and may represent strong candidates for intervention. This study aimed to generate hypotheses about what these NSE factors might be. Perceptions of within-pair differences were gathered from n = 497 pairs of MZ twins and their parents, and telephone interviews were conducted with n = 56 families reporting different General Certificate of Secondary Education grades. "Environmental" explanations related to teacher quality, teacher-pupil relationships, and ability grouping. Families also explained discordance in terms of effort, interest, ability, and personality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01