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Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education
Author(s) -
Crosswaite Madeline,
Asbury Kathryn
Publication year - 2019
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12224
Subject(s) - openness to experience , psychology , mindset , nature versus nurture , behavioural genetics , developmental psychology , cognition , relevance (law) , social psychology , genetics , biology , philosophy , epistemology , neuroscience , political science , law
Background Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers’ beliefs about, or knowledge of, developments in behavioural genetics related to education. Aims This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. Sample Data were gathered from n = 402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. Methods An online questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught, and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA , correlations, and multiple regression. Results Teachers perceived genetic and environmental factors as equally important influences on cognitive ability and tended towards a growth mindset. Knowledge about behavioural genetics was low, but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state versus independent (more growth‐minded in state sector). Conclusions Although teachers have a limited knowledge of behavioural genetics, they are keen to learn more.