An Examination of Genetic and Environmental Factors Related to Negative Personality Traits, Educational Attainment, and Economic Success

Autor/inn/en	Stallings, Michael C.; Neppl, Tricia
Titel	An Examination of Genetic and Environmental Factors Related to Negative Personality Traits, Educational Attainment, and Economic Success
Quelle	In: Developmental Psychology, 57 (2021) 2, S.191-199 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stallings, Michael C.) ORCID (Neppl, Tricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001131
Schlagwörter	Personality Traits; Environmental Influences; Genetics; Educational Attainment; Socioeconomic Influences; Individual Development; Correlation; Rural Areas; Parenting Styles; Income; Adolescents; Adults; Iowa + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Environmental influence; Umwelteinfluss; Humangenetik; Bildungsabschluss; Bildungsgut; Sozioökonomischer Faktor; Individuelle Entwicklung; Korrelation; Rural area; Ländlicher Raum; Einkommen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Personality variables are associated with educational attainment and socioeconomic outcomes. In this study we incorporated a polygenic score derived from the largest genome-wide association study (GWAS) of educational attainment to date (Lee et al., 2018) into the Interactionist Model of R. D. Conger, Martin, and Masarik (2021) that describes the influence of socioeconomic factors on individual development. The inclusion of a polygenic score predictive of educational attainment (PS-Edu) into this model, and the use of the multigeneration, longitudinal Family Transitions Project (FTP) provide a unique opportunity to investigate genetic and environmental influences on the development of negative personality traits and educational and economic outcomes. The FTP is a three-generation sample. This study utilized data from the first generation (G1; mean age 40 at initiation of the FTP) and second generation (G2; assessed at mean ages 18 and 30). Participants are approximately 50% female, 99% of European ancestry, primarily from lower to middle class SES. PS-Edu was significantly correlated with educational attainment in both generations of the FTP, accounting for 4.1 to 6.7% of the variance. Findings confirm that PS-Edu is a complex genetic index that is correlated with all of the socioeconomic constructs in the model. Results suggest potential gene-environment correlation or common genetic influences underlie associations among parenting investments, negative personality traits, and educational attainment. Genetic variance captured by PS-Edu was mediated substantially through G1 parental investments. Although study limitations warrant cautious interpretation, we demonstrate the promise of including polygenic scores in developmental models to better understand genetic and environmental influences on human development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01