Genetic factors underlie the association between anxiety, attitudes and performance in mathematics DOI Creative Commons
Margherita Malanchini, Kaili Rimfeld, Zhe Wang

et al.

Translational Psychiatry, Journal Year: 2020, Volume and Issue: 10(1)

Published: Jan. 21, 2020

Abstract Students struggling with mathematics anxiety (MA) tend to show lower levels of self-efficacy and interest as well performance. The current study addresses: (1) how MA relates different aspects attitudes (self-efficacy interest), ability (understanding numbers, problem-solving ability, approximate number sense) achievement (exam scores); (2) what extent these observed relations are explained by overlapping genetic environmental factors; (3) the role general in accounting for associations. sample comprised 3410 twin pairs aged 16–21 years, from Twins Early Development Study. Negative associations comparable strength emerged between two measures attitudes, phenotypically (~ −0.45) genetically −0.70). Moderate negative phenotypic −0.35) strong −0.70) were only exception was sense whose (−0.10) (−0.31) relation weaker. Multivariate quantitative analyses indicated that all mathematics-related combined accounted ~75% variance ~20% its variance. Genetic effects largely shared across anxiety, abilities achievement, sense. This overlap not anxiety. These results have important implications future research concerned identifying underpinnings individual variation traits, developmental into children select modify their experiences partly based on predispositions.

Language: Английский

Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. DOI
Davina A. Robson, Mark S. Allen, Steven J. Howard

et al.

Psychological Bulletin, Journal Year: 2020, Volume and Issue: 146(4), P. 324 - 354

Published: Jan. 6, 2020

This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, healthy living.A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212).Data were analyzed using inverse-variance weighted random effects meta-analysis.Mean sizes from 55 meta-analyses provided evidence 25 discrete outcomes.Results showed preschool (∼age 4) was positively associated with social competency, school engagement, academic performance, negatively internalizing problems, peer victimization, externalizing early years 8).Self-regulation related achievement (math literacy), problems (aggressive criminal behavior), depressive symptoms, obesity, cigarette smoking illicit drug use, later 13).Results also unemployment, aggressive behavior, depression anxiety, smoking, alcohol substance abuse, symptoms physical illness adulthood 38).Random metaregression measurement as the most important moderator pooled mean effects, task-based assessments teacher-report often showing stronger associations than parent-report assessments.Overall, findings this provide can predict living life.

Language: Английский

Citations

523
Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction DOI
Perline Demange, Margherita Malanchini, Travis T. Mallard

et al.

Nature Genetics, Journal Year: 2021, Volume and Issue: 53(1), P. 35 - 44

Published: Jan. 1, 2021

Language: Английский

Citations

225
A systematic framework of creative metacognition DOI Creative Commons
Izabela Lebuda, Mathias Benedek

Physics of Life Reviews, Journal Year: 2023, Volume and Issue: 46, P. 161 - 181

Published: July 5, 2023

Creative cognition does not just involve cognitive processes in direct service of the main task objective (e.g., idea generation), but also metacognitive that monitor and regulate adaptively evaluation ideas performance, or development selection strategies). Although metacognition is vital for creative relevant work sparse, which may be partly due to persistent ambiguities theoretical conceptualization metacognition. Therefore, this article proposes a systematic framework (CMC), builds on recent advancements theory extends them meet specifics cognition. The CMC consists two dynamic components-monitoring control-and more static component knowledge, each subsuming applying level task, responses. We describe presumed function these components process, present evidence support each, discuss their association with related constructs, such as self-beliefs. further highlight interplay across performance identify promising avenues future research.

Language: Английский

Citations

75
Comparing the Developmental Genetics of Cognition and Personality over the Life Span DOI
Daniel A. Briley, Elliot M. Tucker‐Drob

Journal of Personality, Journal Year: 2015, Volume and Issue: 85(1), P. 51 - 64

Published: June 5, 2015

Empirical studies of cognitive ability and personality have tended to operate in isolation one another. We suggest that returning a unified approach considering the development individual differences both cognition can enrich our understanding human development. draw on previous meta-analyses longitudinal, behavior genetic across life span, focusing particular attention age trends heritability differential stability. Both are moderately heritable exhibit large increases stability with age; however, marked evident. First, substantially child age, while decreases modestly age. Second, increasing is overwhelmingly mediated by factors, whereas entirely environmental factors. Third, maturational time-course differs: Stability nears its asymptote end first decade life, takes three decades near asymptote. discuss how proximal gene-environment dynamics, developmental processes, broad social contexts, evolutionary pressures may intersect give rise these divergent patterns.

Language: Английский

Citations

98
Sibling Constructs: What Are They, Why Do They Matter, and How Should You Handle Them? DOI
Katherine M. Lawson, Richard W. Robins

Personality and Social Psychology Review, Journal Year: 2021, Volume and Issue: 25(4), P. 344 - 366

Published: Oct. 18, 2021

Researchers often study constructs that are conceptually and/or empirically related, but distinct (i.e., “sibling constructs”). In social-personality psychology, as well psychology more generally, there is little guidance for how to deal with sibling constructs, which can result in researchers ignoring or mishandling them. this article, we start by situating the literature on jingle-jangle fallacies. Then, outline 10 conceptual and empirical criteria determining degree which, what ways, may share a relationship, using self-esteem grandiose narcissism running example. Finally, discuss strategies handling systematic transparent way. We hope procedures described here will help psychologists identify understand when why they pose problems their research, adopt ameliorate adverse effects.

Language: Английский

Citations

85
Estimating effects of parents’ cognitive and non-cognitive skills on offspring education using polygenic scores DOI Creative Commons
Perline Demange, Jouke‐Jan Hottenga, Abdel Abdellaoui

et al.

Nature Communications, Journal Year: 2022, Volume and Issue: 13(1)

Published: Aug. 23, 2022

Understanding how parents' cognitive and non-cognitive skills influence offspring education is essential for educational, family economic policy. We use genetics (GWAS-by-subtraction) to assess a latent, broad dimension. To index parental effects controlling genetic transmission, we estimate indirect of polygenic scores on childhood adulthood educational outcomes, using siblings (N = 47,459), adoptees 6407), parent-offspring trios 2534) in three UK Dutch cohorts. find that affect through their environment: average across cohorts designs, explain 36-40% population score associations. However, are lower achievement the cohort, adoption design. identify potential causes higher sibling- trio-based estimates: prenatal effects, stratification, assortative mating. Our phenotype-agnostic, genetically sensitive approach has established overall environmental skills, facilitating future mechanistic work.

Language: Английский

Citations

64
How adolescents develop and implement their ideas? On self-regulation of creative action DOI
Aleksandra Zielińska, Izabela Lebuda, Zorana Ivčević

et al.

Thinking Skills and Creativity, Journal Year: 2022, Volume and Issue: 43, P. 100998 - 100998

Published: Jan. 8, 2022

Language: Английский

Citations

63
Do Rating and Task Measures of Control Abilities Assess the Same Thing? DOI
Naomi P. Friedman, Daniel E. Gustavson

Current Directions in Psychological Science, Journal Year: 2022, Volume and Issue: 31(3), P. 262 - 271

Published: May 18, 2022

The ability to control our thoughts and actions is broadly associated with health success, so it unsurprising that measuring self-control abilities a common goal across many areas of psychology. Puzzlingly, however, different measures - questionnaire ratings computerized cognitive tasks show only weak relationships each other. We review evidence this discrepancy not just result poor reliability or validity tasks. Rather, seem assess aspects control, distinguishable along six main dimensions. To improve the psychological science surrounding self-control, will be important for future work investigate relative importance these dimensions dissociations between measures, researchers motivate explain which they are studying when one both types deployed. Keywords: executive function, self-regulation, impulsivity.

Language: Английский

Citations

45
Contributions of Metacognition to Creative Performance and Behavior DOI Creative Commons
Izabela Lebuda, Mathias Benedek

The Journal of Creative Behavior, Journal Year: 2024, Volume and Issue: unknown

Published: May 1, 2024

ABSTRACT How are ideas born? Contrary to commonly held beliefs, creative performance, like any goal‐oriented action, requires understanding and managing one's own cognitive processes – thus, efficient metacognition. Recently, a systematic framework of metacognition (CMC) has been proposed, assuming the relevance metacognitive knowledge, monitoring, control in performance. Here, we provide first comprehensive empirical examination this conception. Specifically, an online sample ( N = 425) performed divergent thinking (DT) tasks gave insight relevant aspects during task The study revealed that all three proposed components CMC played independent roles enhancing including creativity fluency. Among these components, showed strongest positive association with As expected, was especially imminent performance but some real‐life creativity. These findings evidence postulated support and, lesser degree, behavior. In discussion, delve deeper into specific subcomponents touch upon differences between self‐regulation

Language: Английский

Citations

10
Associations Between Task Performance and Self-Report Measures of Cognitive Control: Shared Versus Distinct Abilities DOI
Hannah R. Snyder, Naomi P. Friedman, Benjamin L. Hankin

et al.

Assessment, Journal Year: 2020, Volume and Issue: 28(4), P. 1080 - 1096

Published: Oct. 21, 2020

Despite overlapping terminology and assumptions that they tap the same constructs, executive function (EF) task performance EF/effortful control (EC) questionnaires have been reported to be only weakly correlated. It is unclear if this reflects true lack of association or methodological limitations. The current study addresses past limitations using a preregistered latent variable approach in community youth sample ( N = 291, age 13-22 years). EF was assessed with well-validated battery inhibition, shifting, updating tasks. Self-reported EF/EC predominant temperament measure (Early Adolescent Temperament Questionnaire–Revised [EATQ-R]), self-report assessment more closely aligned constructs (Behavior Rating Inventory Executive Function–Self-Report [BRIEF-SR]). Bifactor models fit BRIEF-SR, EATQ-R measures well. factors were correlated on average youth, although there some stronger associations older youth. These results suggest task-based may best viewed as complementary, but largely distinct, windows cognitive control.

Language: Английский

Citations

68