Elliot M. Tucker?Drob|K. Paige Harden
Learning motivation mediates gene-by-socioeconomic status interaction on mathematics achievement in early childhood
The University of Texas at Austin|The University of Texas at Austin
accumulating evidence genetic influences achievement pronounced among children living higher socioeconomic status homes genebyenvironment interactions occur prior childrens entry formal schooling hypothesized one pathway socioeconomic status promotes genetic influences early achievement facilitating processes children select evoke attend learning experiences consistent genetically influenced individual differences motivation learn examined hypothesis nationally representative sample approximately 650 pairs fouryear old identical fraternal twins administered measure math achievement rated parents broad set items assessing learning motivation results indicated genetic link learning motivation math achievement varied positively family socioeconomic status genetic differences learning motivation contributed math achievement strongly advantaged homes effect learning motivation controlled genebysocioeconomic status interaction math achievement reduced previously significant levels nonsignificant levels