A new study published in Nature Human Behaviour has revealed that non-cognitive skills such as motivation and self-regulation are just as important as intelligence in determining academic success. The research, led by Dr. Margherita Malanchini at Queen Mary University of London and Dr. Andrea Allegrini at University College London, suggests that fostering these skills alongside cognitive abilities could significantly improve educational outcomes.
The study followed over 10,000 children from age 7 to 16 in England and Wales, using a combination of twin studies and DNA-based analyses to examine the complex interplay between genes, environment, and academic performance. The findings show that genetic factors play a significant role in shaping non-cognitive skills, with their influence growing stronger over time.
The study’s authors argue that this challenges the traditional view of educational achievement as determined largely by intelligence. Instead, they suggest that a child’s emotional and behavioral makeup, influenced by both genes and environment, plays a crucial role in their educational journey.
While genetics undoubtedly contributes to non-cognitive skills, the study also emphasizes the importance of environment. By comparing siblings, researchers were able to isolate the impact of shared family environment from genetic factors, highlighting the need for targeted interventions to support students’ emotional and social development alongside their academic learning.
The findings have profound implications for education, with the authors calling for a rebalancing of focus towards nurturing non-cognitive skills. The study also highlights the need for further research into the complex interplay between genes, environment, and education, aiming to develop more effective strategies to support students’ overall development and achieve better educational outcomes.
Source: https://medicalxpress.com/news/2024-08-cognitive-skills-dna-based-analyses.html