Genetic Influences on the Interactionist Model of Socioeconomic Development: Incorporating Polygenic Scores for Educational Attainment into Developmental Research Using the Family Transitions Project (FTP)

Autor/inn/en	Donnellan, M. Brent; Martin, Monica J.; Senia, Jennifer M.
Titel	Genetic Influences on the Interactionist Model of Socioeconomic Development: Incorporating Polygenic Scores for Educational Attainment into Developmental Research Using the Family Transitions Project (FTP)
Quelle	In: Developmental Psychology, 57 (2021) 2, S.180-190 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000901
Schlagwörter	Genetics; Socioeconomic Status; Individual Development; Models; Educational Attainment; Family (Sociological Unit); Scores; Longitudinal Studies; Parent Child Relationship; Adolescents; Parents; Siblings; Correlation + Suchen Sie Ihr Suchwort? Humangenetik; Socio-economic status; Sozioökonomischer Status; Individuelle Entwicklung; Analogiemodell; Bildungsabschluss; Bildungsgut; Familie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Eltern; Sibling; Geschwister; Korrelation
Abstract	Genetic and environmental factors account for variability in a range of developmental outcomes, including socioeconomic status (SES). The challenge is to find ways to incorporate genetic information based on studies using biologically related family members (i.e., studies not involving twins). To address this issue, we computed polygenic scores associated with educational attainment (Lee et al., 2018) for the Family Transitions Project (e.g., R. D. Conger & Conger, 2002) and incorporated them into the model tested by R. D. Conger, Martin, and Masarik, (2021). Polygenic scores correlated with observed educational attainment for all relevant members of the Family Transitions Project. Moreover, polygenic scores were correlated with many of the other constructs in the R. D. Conger et al. (2021) model, pointing to the relevance of genetic factors for process models of SES attainment. At the same time, the primary pathways described by R. D. Conger et al. (2021) remained viable when polygenic scores were included in the analyses, suggesting that the environmental pathways predicted by the interactionist model (e.g., R. D. Conger, Conger, & Martin, 2010) are still tenable. The current study thereby illustrates how genetic information can be included in tests of developmental models to clarify SES attainment across generations. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01