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Direct linkHanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Jaffee, Sara R.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2011
Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children's experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child…
Descriptors: Twins, Academic Achievement, Genetics, Family Environment
Asbury, Kathryn; Dunn, Judith F.; Plomin, Robert – Developmental Science, 2006
This longitudinal monozygotic (MZ) twin differences study explored associations between birthweight and early family environment and teacher-rated behaviour problems and academic achievement at age 7. MZ differences in anxiety, hyperactivity, conduct problems, peer problems and academic achievement correlated significantly with MZ differences in…
Descriptors: Behavior Problems, Academic Achievement, Hyperactivity, Effect Size
Harlaar, Nicole; Butcher, Lee M.; Meaburn, Emma; Sham, Pak; Craig, Ian W.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2005
Background: Five DNA markers (single-nucleotide polymorphisms, SNPs) have recently been found to be associated with general cognitive ability "g") in a sample of 7414 7-year-old twins. These children have also been studied at 2, 3, 4, and 7 years of age on measures of cognitive and language development and behaviour problems; family environment…
Descriptors: Discipline, Effect Size, Family Environment, Nonverbal Ability
