Why children differ in motivation to learn Insights from over 13,000 twins from 6 countries

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...

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Published in:	Personality and individual differences Vol. 80; no. 80; pp. 51 - 63
Main Authors:	Kovas, Yulia, Garon-Carrier, Gabrielle, Boivin, Michel, Petrill, Stephen A, Plomin, Robert, Malykh, Sergey, Spinath, Frank M, Murayama, Kou, Ando, Juko, Bogdanova, Olga, Brendgen, Mara, Dionne, Ginette, Forget-Dubois, Nadine, Galajinsky, Eduard V, Gottschling, Juliana, Guay, Frédéric, Lemelin, Jean-Pascal, Logan, Jessica A.r, Yamagata, Shinji, Shikishima, Chizuru, Spinath, Birgit, Thompson, Lee A, Tikhomirova, Tatiana N, Tosto, Maria G, Tremblay, Richard, Vitaro, Frank
Format:	Journal Article
Language:	English
Published:	England Elsevier Ltd 01.07.2015 Pergamon Press
Subjects:	Cross-cultural study Deutschland Differenz Enjoyment Fragebogen Freude Großbritannien Individual differences Individuum Internationaler Vergleich Japan Jugendlicher Kanada Kind Kompetenz Leistungsmotivation Motivation Psychiatric/Mental Health Russland Schulfach Schüler Selbstwahrnehmung Self-perceived ability Teacher/classroom effect Twin studies Umfrage Ursachenforschung USA Zwilling Teacher/classroom effect Self-perceived ability Twin studies Enjoyment Cross-cultural study Individual differences
ISSN:	0191-8869, 1873-3549, 1873-3549
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Abstract	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. (übernommen).
AbstractList	•Genes rather than environment contribute to family resemblance in academic motivation.•Environmental influences stemmed entirely from individual specific experiences.•Attending same vs. different classes did not affect twin similarity in motivation.•Results are similar across ages, countries and academic subjects. 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. 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.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. 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. Highlights•Genes rather than environment contribute to family resemblance in academic motivation. •Environmental influences stemmed entirely from individual specific experiences. •Attending same vs. different classes did not affect twin similarity in motivation. •Results are similar across ages, countries and academic subjects. 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. (übernommen). • Genes rather than environment contribute to family resemblance in academic motivation. • Environmental influences stemmed entirely from individual specific experiences. • Attending same vs. different classes did not affect twin similarity in motivation. • Results are similar across ages, countries and academic subjects. 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.
Author	Plomin, Robert Forget-Dubois, Nadine Brendgen, Mara Galajinsky, Eduard V Ando, Juko Shikishima, Chizuru Vitaro, Frank Thompson, Lee A Garon-Carrier, Gabrielle Boivin, Michel Spinath, Frank M Guay, Frédéric Yamagata, Shinji Kovas, Yulia Logan, Jessica A.r Malykh, Sergey Dionne, Ginette Tikhomirova, Tatiana N Bogdanova, Olga Murayama, Kou Tosto, Maria G Petrill, Stephen A Gottschling, Juliana Tremblay, Richard Spinath, Birgit Lemelin, Jean-Pascal
AuthorAffiliation	l Crane Center for Early Child Research and Policy, The Ohio State University, Columbus, OH, USA p Université de Montréal, Montréal, Canada b Goldsmiths, University of London, London, UK c King’s College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK h Department of Psychology, University of California, Los Angeles, USA k Département de psychoéducation, Université de Sherbrooke, Sherbrooke, Canada s Tomsk State University, Russia m National Center for University Entrance Examinations, Tokyo, Japan n Department of Psychology, Heidelberg University, Germany q School of Public Health, Physiotherapy and Public Health, University College Dublin, Dublin, Ireland j Université du Québec à Montréal, Montréal, Canada a Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia g Department of Psychology, Saarland University, Saarbrücken, Germany r Department of Psychology, University of York, UK d Psy
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Snippet	Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and... Highlights•Genes rather than environment contribute to family resemblance in academic motivation. •Environmental influences stemmed entirely from individual... •Genes rather than environment contribute to family resemblance in academic motivation.•Environmental influences stemmed entirely from individual specific... • Genes rather than environment contribute to family resemblance in academic motivation. • Environmental influences stemmed entirely from individual specific...
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SubjectTerms	Cross-cultural study Deutschland Differenz Enjoyment Fragebogen Freude Großbritannien Individual differences Individuum Internationaler Vergleich Japan Jugendlicher Kanada Kind Kompetenz Leistungsmotivation Motivation Psychiatric/Mental Health Russland Schulfach Schüler Selbstwahrnehmung Self-perceived ability Teacher/classroom effect Twin studies Umfrage Ursachenforschung USA Zwilling
Subtitle	Insights from over 13,000 twins from 6 countries
Title	Why children differ in motivation to learn
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