Margherita Malanchini, Andrea Allegrini, Michel G Nivard, Pietro Biroli, Kaili Rimfeld, Rosa Cheesman, Sophie von Stumm, Perline Demange, Elsje van Bergen, Andrew Grotzinger, Laurel Raffington, Javier de la Fuente, Jean-Baptiste Pingault, K Harden, Elliot Tucker-Drob, Robert Plomin
Noncognitive skills such as motivation and self-regulation, predict academic achievement beyond cognitive skills. However, the role of genetic and environmental factors and of their interplay in these developmental associations remains unclear. We provide a comprehensive account of how cognitive and noncognitive skills contribute to academic achievement from ages 7 to 16 in a sample of >10,000 children from England and Wales. Results indicated that noncognitive skills become increasingly predictive of academic achievement across development...
April 7, 2023: Research Square