DNA-based analyzes suggest a hidden key to academic success

A new one Nature Human behavior studyjointly led by Dr Margherita Malanchini from Queen Mary University of London and Dr Andrea Allegrini from University College London, has revealed that non-cognitive skills, such as motivation and self-regulation, are as important as intelligence in determining academic success . These skills become increasingly influential during a child’s upbringing, with genetic factors playing an important role.

The research, conducted in collaboration with an international team of experts, suggests that promoting non-cognitive skills alongside cognitive skills could significantly improve educational outcomes.

“Our research challenges the long-held assumption that intelligence is the key driver of academic achievement,” said Dr Malanchini, senior lecturer in psychology at Queen Mary University of London.

“We found compelling evidence that non-cognitive skills – such as perseverance, perseverance, academic interest and the value attributed to learning – are not only significant predictors of success, but that their influence grows stronger over time.”

The study, which followed more than 10,000 children aged 7 to 16 in England and Wales, used a combination of twin studies and DNA-based analyzes to investigate the complex interplay between genes, environment and academic performance.

The power of non-cognitive genetics

One of the most striking findings is the increasing role of genetics in shaping non-cognitive skills and their impact on academic performance. By analyzing DNA, researchers constructed a “polygenic score” for non-cognitive skills, essentially a genetic snapshot of a child’s predisposition for these skills.

“We found that genetic effects associated with non-cognitive skills become increasingly predictive of academic performance over the school years. In fact, their effect almost doubles between the ages of 7 and 16,” explains Dr. Allegrini, Research Fellow at University College London.

“By the end of compulsory education, genetic dispositions toward non-cognitive skills were as important as those related to cognitive skills in predicting academic success.”

This finding challenges the traditional view of educational achievement, which is largely determined by intelligence. Instead, the study suggests that a child’s emotional and behavioral makeup, influenced by both genes and the environment, plays a crucial role in their educational journey.

The role of the environment

While genetics undoubtedly contribute to non-cognitive skills, the research also highlights the importance of the environment. By comparing siblings, researchers were able to isolate the impact of a shared family environment from genetic factors.

“We found that although family-wide processes play an important role, the increasing influence of non-cognitive genetics on academic performance remained evident even within families,” said Dr. Allegrini. “This suggests that children can actively shape their own learning experiences based on their personality, character and abilities, creating a feedback loop that reinforces their strengths.”

Implications for education

The findings of this study have major implications for education. By recognizing the crucial role of non-cognitive skills, schools can develop targeted interventions to support students’ emotional and social development alongside their academic learning.

“Our education system has traditionally focused on cognitive development,” says Dr. Malanchini. “It’s time to rebalance that focus and place equal importance on nurturing non-cognitive skills. By doing so, we can create a more inclusive and effective learning environment for all students.”

The study also highlights the need for further research into the complex interplay between genes, environment and education. By understanding these factors, educators and policymakers can develop more effective strategies to support students’ overall development and achieve better educational outcomes.

Dr. Malanchini concluded: “This study is just the beginning. We hope it will inspire further research and lead to a transformation in the way we approach education.”