Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries /Y. V. Kovas, G. Garon-Carrier, M. Brendgen [et.al.]

Электронный ресурс
Другой Автор
Kovas, Yulia V.
Boivin, Michel
Petrill, Stephen A.
Plomin, Robert
Malykh, Sergey B.
Spinath, Frank
Murayama, Kou
Ando, Juko
Bogdanova, Olga Y.
Yamagata, Shinji
Shikishima, Chizuru
Spinath, Birgit
Thompson, Lee A.
Tikhomirova, Tatiana N
Tosto, Maria Grazia
Tremblay, Richard E.
Vitaro, Frank
Garon-Carrier, Gabrielle
Brendgen, Mara
Dionne, Ginette
Forget-Dubois, Nadine
Galazhinsky, Eduard V. 1968-
Gottschling, Juliana
Guay, Frederic
Lemelin, Jean-Pascal
Logan, Jessica A. R.
Источник
Personality and individual differences 2015 Vol. 80. P. 51-63
Аннотация
Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.
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статьи в журналах
Резюме
Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.