scholarly journals Intergenerational transmission of education and ADHD: Effects of parental genotypes

2019 ◽  
Author(s):  
Eveline L. de Zeeuw ◽  
Jouke-Jan Hottenga ◽  
Klaasjan G. Ouwens ◽  
Conor V. Dolan ◽  
Erik A. Ehli ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Genetic Effects ◽  
Combined Effect ◽  
Adhd Symptoms ◽  
Parents And Children ◽  
Parent Characteristics ◽  
Novel Design ◽  
Intergenerational Transmission Of Education

AbstractIt is challenging to study whether children resemble their parents due to nature, nurture, or a mixture of both. Here we used a novel design that employs the fact that parents transmit 50% of their alleles to their offspring. The combined effect of these transmitted and non-transmitted alleles on a trait are summarized in a polygenic score (PGS). The non-transmitted PGS can only affect offspring through the environment, via genetically influenced behaviours in the parents, called genetic nurturing. For genotyped mother-father-offspring trios (1,120-2,518 per analysis) we calculated transmitted and non-transmitted PGSs for adult educational attainment (EA) and childhood ADHD and tested if these predicted outcomes in offspring. In adults, both transmitted (R2= 7.6%) and non-transmitted (R2= 1.7%) EA PGSs predicted offspring EA, evidencing genetic nurturing. In children around age 12, academic achievement was predicted only by transmitted EA PGSs (R2= 5.7%), but we did not find genetic nurturing (R2∼ 0.1%). The ADHD PGSs did not significantly predict academic achievement (R2∼ 0.6%). ADHD symptoms in children were predicted by transmitted EA PGSs and ADHD PGSs (R2= 1-2%). Based on these results, we conclude that previously reported associations between parent characteristics and offspring outcomes seem to be mainly a marker of genetic effects shared by parents and children.

scholarly journals Identifying intergenerational risk factors for ADHD symptoms using polygenic scores in the Norwegian Mother, Father and Child Cohort

2021 ◽  
Author(s):  
Jean-Baptiste Pingault ◽  
Wikus Barkhuizen ◽  
Biyao Wang ◽  
Laurie J. Hannigan ◽  
Espen Moen Eilertsen ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cohort Study ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Rating Scale ◽  
Autism Spectrum ◽  
Intellectual Ability ◽  
Adhd Symptoms ◽  
Genetic Transmission ◽  
Polygenic Scores

AbstractImportanceKnowledge of the mechanisms underlying the intergenerational transmission of risk for attention-deficit/hyperactivity disorder (ADHD) symptoms can inform psychosocial interventions.ObjectiveTo investigate whether parental genetic risk factors associate with their children’s ADHD symptoms due to genetic transmission of risk or due to parental genetic liability that influences offspring ADHD via parenting environments (genetic nurture).Design and participantsThis study is based on the Norwegian Mother, Father and Child Cohort Study and uses data from the Medical Birth Registry of Norway. This prospective cohort study consisted of 5,405 mother-father-offspring trios recruited between 1999 – 2008.ExposuresWe calculated polygenic scores for parental traits previously associated with ADHD, including psychopathology, substance use, neuroticism, educational attainment and intellectual ability.Main outcomes and measuresMothers reported on their 8-year-old children’s ADHD symptoms using the Parent/Teacher Rating Scale for Disruptive Behavior Disorders.ResultsMaternal polygenic scores for ADHD, autism spectrum disorder (ASD), neuroticism and smoking predicted child ADHD symptoms in bivariate analyses. After jointly modelling maternal, paternal and child polygenic scores, ADHD symptoms were predicted by children’s polygenic scores for ADHD (β = 0.10; 95% CI 0.07 to 0.14), smoking (β = 0.07; 95% CI 0.03 to 0.10) and educational attainment (β = −0.09; 95% CI −0.13 to −0.05), indicating direct genetic transmission of risk. Mothers’ polygenic scores for ASD (β = 0.05; 95% CI 0.02 to 0.08) and neuroticism (β = 0.05; 95% CI 0.01 to 0.08) predicted children’s ADHD symptoms conditional on fathers’ and children’s scores, implicating genetic nurture, or effects due to population stratification or assortative mating.ConclusionsThese results suggest that associations between some parental traits and offspring ADHD symptoms likely reflect a nuanced mix of direct genetic transmission (ADHD, smoking and educational attainment) and genetic nurture (ASD and neuroticism). If confirmed, these findings support previous evidence that maternal ASD or neuroticism may be possible targets for intervention to help break the chain of the intergenerational transmission of ADHD risk.

scholarly journals Intergenerational Transmission of Education in India: Evidence from a Nationwide Survey

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Kakoli Borkotoky ◽  
Sayeed Unisa ◽  
Ashish Kumar Gupta
Keyword(s):  
Higher Education ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Social Science Research ◽  
Partner Selection ◽  
Nationwide Survey ◽  
Science Research ◽  
Transmission Model ◽  
Education Of Women ◽  
Intergenerational Transmission Of Education

The intergenerational transmission of education has been investigated extensively in social science research. The existing literature shows that none of the studies in India related the process of partner selection and differential fertility with the intergenerational transmission of education. Here, we examined the timing of marriage and childbearing along with the probability of partner selection, according to education of women and how these processes lead to heterogeneity in educational attainment of children. The educational attainment of children was estimated by fitting the estimated marriage probabilities and children ever born in the intergenerational transmission model. The results were replicated in different random samples to examine its validity. The study found that higher educated women marry late, have fewer children, and marry men with higher or equal education. Further, the results indicate that education of women is a more significant predictor than education of husband in reducing average number of children born to couples. The findings confirm that children attain higher education than their parents, and better educated mothers do not discriminate between their children to provide higher education. These findings reinforce the significance of government initiatives to provide incentives to families with higher educated girls to ensure better education of the next generation.

scholarly journals The Intergenerational Transmission of Education: A Case Study from Iceland

2020 ◽  
Vol 16 (2) ◽  
pp. 243-260
Author(s):  
Emil Dagsson ◽  
Þorlákur Karlsson ◽  
Gylfi Zoega
Keyword(s):  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Education Level ◽  
Positive Correlation ◽  
High Educational Attainment ◽  
Intergenerational Transmission Of Education ◽  
Over Time ◽  
High Educational ◽  
Parents Education

We estimate the relation between parents’ education and the education of their children, using survey data from Iceland. We find a positive correlation between the education of parents and their children, as well as a positive correlation between parents’ emphasis on the importance of education and their children’s education. Parents with strong educational emphasis do not necessarily need to have high educational attainment in our sample. The mother’s education appears to matter somewhat more than that of the father. In a multiple regression analysis, we find a positive and statistically significant effect of both the mother and the father’s education on the educational attainment of children as well as an effect of the mother and the father’s emphasis of the importance of education, while controlling for gender, age and residence. The results show that parents’ emphasis on education has almost the same effect on children as the parents’ education level. We attempt to make a comparison between the correlation in Iceland and in other countries, in particular the four Nordic countries that have a weaker transmission between generations than most other nations. We find that it is lower in Iceland than the Nordic average. Finally, we find that the influence of parents has not changed much over time by omitting the youngest cohort between the ages of 24 and 35.

scholarly journals Early home-leaving (HL) and educational attainment − The moderating role of HL in the intergenerational transmission of education

2021 ◽  
pp. 000169932110289
Author(s):  
Hanna Remes ◽  
Outi Sirniö ◽  
Pekka Martikainen
Keyword(s):  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Parental Education ◽  
Total Sample ◽  
Lower Probability ◽  
Transitions To Adulthood ◽  
Educational Disadvantage ◽  
Home Leaving ◽  
Intergenerational Transmission Of Education

Leaving the parental home is a key step in successful transitions to adulthood. Early home-leaving (HL) is associated with lower educational attainment, but the role of early versus later home-leaving in the intergenerational transmission of education has not been assessed in previous research. We used a longitudinal register-based total sample of families in Finland to examine whether the association between parental and offspring education differs between early (below age 19) and later home-leavers, including a comparison between early and later leaving siblings. We found the lower probability of completing any secondary degree among early leavers to be larger among those with lower-educated than higher-educated parents. In contrast, in continuing to tertiary-level education, the educational disadvantage among early leavers was much larger among offspring of the higher-educated parents. Differences by HL across levels of parental education persisted adjustment for other parental and childhood resources, although only modest evidence of moderation was found when comparing early and later leaving siblings. Our findings on weaker intergenerational transmission of education among early leavers with an advantaged background, and accumulation of disadvantage among early leavers with less advantaged background suggest that timing of HL has an independent role in educational inequalities.

scholarly journals The Generational Boundaries of Educational Advantage: Does Great-Grandparent Educational Attainment Predict Great-Grandchild Early Academic Achievement?

2021 ◽  
Vol 7 ◽  
pp. 237802312110605
Author(s):  
Megan Evans ◽  
Jonathan Daw ◽  
S. Michael Gaddis
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Panel Study ◽  
Income Dynamics ◽  
Direct Transmission ◽  
Three Generations ◽  
Educational Attainments ◽  
Early Academic Achievement ◽  
The Relationship

It remains unclear how far back the intergenerational transmission of educational advantage operates because most inquiries are limited to two or three generations. In this study, the authors use four generations of family data from the Panel Study of Income Dynamics to examine the association of great-grandparents’ educational attainment with their great-grandchildren’s early academic achievement, net of intervening generations’ educational attainments. The authors find that the relationship between great-grandparent educational attainment and great-grandchild early academic achievement is nonlinear, modest, and accounted for entirely by the educational attainment of intervening generations and great-grandchild demographic characteristics. Thus, for early academic achievement, the direct transmission of intergenerational educational advantage is limited to three generations in these data.

Socio-Economic Family Background and Adult Children’s Health in Germany: The Role of Intergenerational Transmission of Education

2020 ◽  
Author(s):  
Oliver Arránz Becker ◽  
Katharina Loter
Keyword(s):  
Mental Health ◽  
Life Course ◽  
Intergenerational Transmission ◽  
Parental Education ◽  
Panel Study ◽  
Later Life ◽  
Children's Health ◽  
Children’S Health ◽  
Physical And Mental Health ◽  
Intergenerational Transmission Of Education

Abstract This study examines consequences of parental education for adult children’s physical and mental health using panel data from the German Socio-Economic Panel study. Based on random-effects growth curve models (N = 15,144 West German respondents born between 1925 and 1998 aged 18–80), we estimate gender-, age-, and cohort-specific trajectories of physical and mental health components of the SF-12 questionnaire for low and high parental education measured biennially from 2002 to 2018. Findings suggest more persistent effects of parental education on physical than mental health. In particular, both daughters and sons of the lower educated group of parents (with neither parent qualified for university) exhibit markedly poorer physical health over the whole life course and worse mental health in mid-life and later life than those of higher educated parents. Thus, children’s health gradients conditional on parental education tend to widen with increasing age. Once children’s educational attainment is held constant, effects of parental education on children’s health mostly vanish. This suggests that in the strongly stratified West German context with its rather low social mobility, intergenerational transmission of education, which, according to our analyses, has been declining among younger cohorts, contributes to cementing long-term health inequalities across the life course.

scholarly journals Evaluating indirect genetic effects of siblings using singletons

2021 ◽  
Author(s):  
Laurence Howe ◽  
David Evans ◽  
Gibran Hemani ◽  
George Davey Smith ◽  
Neil Martin Davies
Keyword(s):  
Genetic Variation ◽  
Educational Attainment ◽  
Family Environment ◽  
Phenotypic Variation ◽  
Molecular Genetic ◽  
Genetic Effects ◽  
Polygenic Risk Score ◽  
Indirect Genetic Effects ◽  
Molecular Genetic Evidence ◽  
Older Siblings

Estimating effects of parental and sibling genotypes (indirect genetic effects) can provide insight into how the family environment influences phenotypic variation. There is growing molecular genetic evidence for effects of parental phenotypes on their offspring (e.g. parental educational attainment), but the extent to which siblings affect each other is currently unclear.Here we used data from samples of unrelated individuals, without (singletons) and with biological full-siblings (non-singletons), to investigate and estimate sibling effects. Indirect genetic effects of siblings increase (or decrease) the covariance between genetic variation and a phenotype. It follows that differences in genetic association estimates between singletons and non-singletons could indicate indirect genetic effects of siblings.We used UK Biobank data to estimate polygenic risk score (PRS) associations for height, BMI and educational attainment in singletons (N = 50,143) and non-singletons (N = 328,549). The educational attainment PRS association estimate was 12% larger (95% C.I. 3%, 21%) in the non-singleton sample than in the singleton sample, but the height and BMI PRS associations were consistent. Birth order data suggested that the difference in educational attainment PRS associations was driven by individuals with older siblings rather than firstborns. The relationship between number of siblings and educational attainment PRS associations was non-linear; PRS associations were 24% smaller in individuals with 6 or more siblings compared to the rest of the sample (95% C.I. 11%, 38%). We estimate that a 1 SD increase in sibling educational attainment PRS corresponds to a 0.025 year increase in the index individual’s years in schooling (95% C.I. 0.013, 0.036).Our results suggest that older siblings influence the educational attainment of younger siblings, adding to the growing evidence that effects of the environment on phenotypic variation partially reflect social effects of germline genetic variation in relatives.

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