A new study has revealed that non-cognitive skills, such as motivation and self-regulation, are just as important as intelligence in determining academic success. These skills gain increasing influence throughout a child’s education, with genetic factors playing a significant role, suggesting that fostering non-cognitive skills alongside cognitive abilities could significantly improve educational outcomes.
The research was jointly led by Dr Margherita Malanchini from Queen Mary University of London and Dr Andrea Allegrini from University College London and was conducted in collaboration with an international team of experts. “Our research challenges the long-held assumption that intelligence is the main driver of academic achievement,” said Dr Malanchini, Professor of Psychology at Queen Mary University of London. “We found compelling evidence that non-cognitive skills, such as determination, perseverance, academic interest and the value placed on learning, are not only significant predictors of success, but that their influence strengthens over time.”
Researchers followed more than 10,000 children from the age of 7 to 16 in England and Wales and used a combination of twin studies and DNA-based analyses to examine the complex interplay between genes, environment and academic performance. The results of the study have been published in Nature Human Behaviour.
How genetics and environment influence academic performance
One of the most notable findings is the growing role of genetics in the formation of non-cognitive skills and their impact on academic performance. By analyzing DNA, the researchers constructed a “polygenic score” for non-cognitive skills, which represents a sort of genetic snapshot of a child’s predisposition toward these skills.
“We found that genetic effects associated with non-cognitive skills become increasingly predictive of academic performance throughout the school years; in fact, their effect almost doubles between the ages of 7 and 16,” explained Dr. Allegrini. “At the end of compulsory education, genetic predispositions toward non-cognitive skills were as important as those related to cognitive skills in predicting academic success.”
This finding challenges the traditional view that educational achievement is largely determined by intelligence. Instead, the study suggests that a child’s emotional and behavioural makeup, influenced by both genes and environment, plays a crucial role in his or her educational trajectory. While genetics undoubtedly contribute to non-cognitive skills, the study also highlights the importance of environment. By comparing siblings, the researchers were able to isolate the impact of shared family environment from genetic factors.
“Children can shape their own learning experiences based on their personality, dispositions, and abilities, creating a feedback loop that reinforces their strengths.”
“We found that although shared family processes play a significant role, the increasing influence of non-cognitive genetics on academic performance was still evident even within families,” said Dr. Allegrini. “This suggests that children may actively shape their own learning experiences based on their personality, dispositions, and abilities, creating a feedback loop that reinforces their strengths.”
The findings of this study have profound implications for education. By recognizing the crucial role of non-cognitive skills, schools can develop targeted interventions to support students’ emotional and social development alongside their academic learning.
“Our education system has traditionally focused on cognitive development,” said Dr. Malanchini. “It is time to rebalance that focus and give equal importance to fostering non-cognitive skills. By doing so, we can create a more inclusive and effective learning environment for all students.”
The study also highlights the need for further research into the complex interplay between genes, environment and education. By understanding these factors, educators and policy makers can develop more effective strategies to support students’ holistic development and achieve better educational outcomes. “This study is just the beginning. We hope it will inspire further research and lead to a transformation in the way we approach education,” concludes Dr. Malanchini.
