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Robert Plomin - One of the best experts on this subject based on the ideXlab platform.
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Genetics affects Choice of academic Subjects as well as achievement
Scientific Reports, 2016Co-Authors: Kaili Rimfeld, Ziada Ayorech, Philip S. Dale, Yulia Kovas, Robert PlominAbstract:We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which Subjects to study. Here, for the first time, we show that choosing to do A-levels and the Choice of Subjects show substantial genetic influence, as does performance after two years studying the chosen Subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for Choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.
Kaili Rimfeld - One of the best experts on this subject based on the ideXlab platform.
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Genetics affects Choice of academic Subjects as well as achievement
Scientific Reports, 2016Co-Authors: Kaili Rimfeld, Ziada Ayorech, Philip S. Dale, Yulia Kovas, Robert PlominAbstract:We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which Subjects to study. Here, for the first time, we show that choosing to do A-levels and the Choice of Subjects show substantial genetic influence, as does performance after two years studying the chosen Subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for Choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.
Xiong Deming - One of the best experts on this subject based on the ideXlab platform.
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the strategy for the Choice of Subjects and objects owing to the higher educational streaming international comparing and thinking
Heilongjiang Researches on Higher Education, 2006Co-Authors: Xiong DemingAbstract:With the development of populization and generalization of higher education,the issue like who to choose and whose to choose is increasingly obvious.Only overall planning can make streaming reasonable and orderly,harmonize each part' s benefit and prompt training of talents to develop healthily.
Ziada Ayorech - One of the best experts on this subject based on the ideXlab platform.
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Genetics affects Choice of academic Subjects as well as achievement
Scientific Reports, 2016Co-Authors: Kaili Rimfeld, Ziada Ayorech, Philip S. Dale, Yulia Kovas, Robert PlominAbstract:We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which Subjects to study. Here, for the first time, we show that choosing to do A-levels and the Choice of Subjects show substantial genetic influence, as does performance after two years studying the chosen Subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for Choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.
Philip S. Dale - One of the best experts on this subject based on the ideXlab platform.
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Genetics affects Choice of academic Subjects as well as achievement
Scientific Reports, 2016Co-Authors: Kaili Rimfeld, Ziada Ayorech, Philip S. Dale, Yulia Kovas, Robert PlominAbstract:We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which Subjects to study. Here, for the first time, we show that choosing to do A-levels and the Choice of Subjects show substantial genetic influence, as does performance after two years studying the chosen Subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for Choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.