期刊
TWIN RESEARCH AND HUMAN GENETICS
卷 11, 期 6, 页码 586-595出版社
AUSTRALIAN ACAD PRESS
DOI: 10.1375/twin.11.6.586
关键词
Nonshared environment; diary study; classroom environment; academic achievement; monozygotic twins
资金
- UK Medical Research Council [G9424799, G050079]
- US National Institute of Child Health and Human Development [HD44454]
- British Academy
- MRC [G19/2, G0500079] Funding Source: UKRI
- Medical Research Council [G0500079, G9817803B, G19/2] Funding Source: researchfish
Do genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in 'flow' in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R(2) = 0.16, p < .01) and MZ differences in 'flow' in Science significantly predicted MZ differences in Science achievement (R(2) = 0.10, p < .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement.
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