A study revealed that children of gifted parents often perform better academically, even without inheriting their intellectual genetic traits.
Experts suggest that children may inherit their parents' innate skills through frequent engagement such as being read to and receiving assistance with assignments from an early age.
Dr José Morosoli from University College London , stated: "This initiative demonstrates the intricate interplay between genetics and environmental factors, refuting the notion that genetic inheritance solely dictates results."
We discovered that both direct gene transmission from parents and the environmental conditions influenced by parental genetics impact children’s educational attainment and mental well-being. Overlooking these indirect genetic impacts may result in inaccurate findings.
The influence of genetics and environmental shifts varies as children develop, indicating that initial interventions aimed at parents may be quite effective, whereas subsequent efforts could see better outcomes by directly involving the children.
The researchers examined 12 studies encompassing 38,654 families from the UK, Australia, the Netherlands , Iceland and the United States, alongside genetic information from 4,580 UK families.
They discovered that children whose parents possessed high intelligence exhibited superior educational achievements, regardless of whether these offspring inherited those specific genetic characteristics.
The study also revealed that kids' psychological well-being and behavior could be affected by their parents’, regardless of their individual genetic composition.
The most significant impacts were observed around the age of three and encompassed parents' genetic inclinations towards motivation, persistence, emotional management, and self-discipline.
This discovery implies that parents possessing stronger non-cognitive abilities might be particularly adept at supporting their children from an early age.
For outcomes linked to education as well as mental health, genetic factors exerted a more significant influence during early childhood through indirect means.
Professor Jean-Baptiste Pingault from UCL stated, "Our research supports the idea that family resources and opportunities play a role in shaping how children develop—highlighting the significance of offering steady and age-appropriate assistance to both children and their families."
This study backs the UK Government’s appeal for lifecycle strategies regarding mental health and growth, underscoring the significance of timely interventions and continuous assistance all through childhood.
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