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The Genetic–Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood
Author(s) -
Lemelin JeanPascal,
Boivin Michel,
ForgetDubois Nadine,
Dionne Ginette,
Séguin Jean R.,
Brendgen Mara,
Vitaro Frank,
Tremblay Richard E.,
Pérusse Daniel
Publication year - 2007
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2007.01103.x
Subject(s) - psychology , developmental psychology , cognition , academic achievement , association (psychology) , early childhood , psychotherapist , neuroscience
Using a genetic design of 840 60‐month‐old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.