Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample

Rabinowitz, Jill A.; Kuo, Sally I‐Chun; Domingue, Benjamin W.; Smart, Mieka; Felder, William; Benke, Kelly S.; Maher, Brion S.; Ialongo, Nicholas S.; Uhl, George R.

doi:10.1007/s10519-019-09982-7

Cited by 5 publications

(7 citation statements)

References 70 publications

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“…Thus, we also examined interactions between socioeconomic factors and PGS‐EA in predicting cortical structure and neurocognitive skills. In addition, based on previous work (Rabinowitz et al, 2020; Rea‐Sandin et al, 2021), we examined whether there were significant interactions between PGS‐EA and age for cortical structure and neurocognitive skills. We also examined interactions between socioeconomic factors and age, controlling for PGS‐EA, in the prediction of cortical structure and neurocognitive skills.…”

Section: Introductionmentioning

confidence: 99%

Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents

Merz

Strack

Hurtado

et al. 2022

Human Brain Mapping

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Genome‐wide polygenic scores for educational attainment (PGS‐EA) and socioeconomic factors, which are correlated with each other, have been consistently associated with academic achievement and general cognitive ability in children and adolescents. Yet, the independent associations of PGS‐EA and socioeconomic factors with specific underlying factors at the neural and neurocognitive levels are not well understood. The main goals of this study were to examine the unique contributions of PGS‐EA and parental education to cortical structure and neurocognitive skills in children and adolescents, and the associations among PGS‐EA, cortical structure, and neurocognitive skills. Participants were typically developing 3‐ to 21‐year‐olds (53% male; N = 391). High‐resolution, T1‐weighted magnetic resonance imaging data were acquired, and cortical thickness (CT) and surface area (SA) were measured. PGS‐EA were computed based on the EA3 genome‐wide association study of educational attainment. Participants completed executive function, vocabulary, and episodic memory tasks. Higher PGS‐EA and parental education were independently and significantly associated with greater total SA and vocabulary. Higher PGS‐EA was significantly associated with greater SA in the left medial orbitofrontal gyrus and inferior frontal gyrus, which was associated with higher executive function. Higher parental education was significantly associated with greater SA in the left parahippocampal gyrus after accounting for PGS‐EA and total brain volume. These findings suggest that education‐linked genetics may influence SA in frontal regions, leading to variability in executive function. Associations of parental education with cortical structure in children and adolescents remained significant after controlling for PGS‐EA, a source of genetic confounding.

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Section: Introductionmentioning

confidence: 99%

Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents

Merz

Strack

Hurtado

et al. 2022

Human Brain Mapping

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“…Our findings are concordant with studies that examined other constructs related to self‐regulation. More specifically, EA PGSs have been negatively associated with various ADHD behaviors including attentional problems, impulsivity and hyperactivity, 8,9 although at least one study of African American youth failed to find a predictive effect of the EA PGS on impulsivity in early or late adolescence 26 . In addition, we found that EA PGS accounted for 3% of the variance in overall academic skills.…”

Section: Discussionmentioning

confidence: 52%

“…Inhibitory control, a dimension of temperament, is defined as the ability to willfully control potentially interfering thoughts and behaviors in the service of reaching long-term goals. 27,28 Inhibitory control emerges in toddlerhood and develops rapidly into early childhood, 27,29,30 making it a key period to study, particularly as children enter preschool and grade school. Inhibitory control behaviors underlie children's academic skills, with a vast body of literature showing the link between inhibitory control and academic outcomes.…”

Section: Inhibitory Control As a Potential Mechanismmentioning

confidence: 99%

“…For example, one longitudinal study of African American children found that an EA PGS predicted 1.4% of the variance in early childhood math achievement and higher odds of obtaining post‐secondary education 25 . In a follow‐up of the same African American sample, the association between the educational attainment score and years of education was mediated by academic achievement in adolescence 26 . Together, these findings suggest the predictive ability of EA PGS in African American samples and elucidates potential developmental pathways that link polygenic propensity for educational attainment and academic outcomes for African American youth.…”

Section: Linking Genes To Achievementmentioning

confidence: 99%

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Educational attainment polygenic score predicts inhibitory control and academic skills in early and middle childhood

Rea‐Sandin

Oro

Strouse

et al. 2021

Genes Brain and Behavior

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Inhibitory control skills are important for academic outcomes across childhood, but it is unknown whether inhibitory control is implicated in the association between genetic variation and academic performance. This study examined the relationship between a GWAS-based (EduYears) polygenic score indexing educational attainment (EA PGS) and inhibitory control in early (M age = 3.80 years) and middle childhood (M age = 9.18 years), and whether inhibitory control in early childhood mediated the relation between EA PGS and academic skills. The sample comprised 731 low-income and racially/ethnically diverse children and their families from the longitudinal early steps multisite study. EA PGS predicted middle childhood inhibitory control (estimate = 0.09, SE = 0.05, p < 0.05) and academic skills (estimate = 0.18, SE = 0.05, p < 0.01) but did not predict early childhood inhibitory control (estimate = 0.08, SE = 0.05, p = 0.11); thus, mediation was not tested. Sensitivity analyses showed that effect sizes were similar across European and African American groups. This study suggests that inhibitory control could serve as a potential mechanism linking genetic differences to educational outcomes.

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“…Generally for male drinkers, daily alcohol intake increases with age but declines in those with more education ( Li et al, 2014 ). Perpetrators of peer aggression were reported to be associated with non-completion of secondary school ( Moore et al, 2015 ) and aggression negatively predicted higher education ( Rabinowitz et al, 2020 ). Although the statistical analysis of ANCOVA was performed with age and education years as covariates to weaken the influence of age and education year differences on aggression between the HC and AD groups, age and education year differences might still possibly cause the observed difference in the aggression of HC and AD groups in the present study.…”

Section: Discussionmentioning

confidence: 99%

The Interaction of Single Nucleotide Polymorphisms on Fibroblast Growth Factor 19 Superfamily Genes Is Associated With Alcohol Dependence-Related Aggression

Wang

et al. 2021

Front. Genet.

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Alcohol dependence (AD) is characterized by compulsive alcohol consumption, which involves behavioral impairments such as aggression. Members of fibroblast growth factor (FGF) 19 superfamily, including FGF19, FGF21, and FGF23, are major endocrine mediators that play an important role in alcohol metabolism and alcohol related disorders. The objective of the present study is to explore the possible associations among the interaction of single nucleotide polymorphisms (SNPs) of the FGF 19 superfamily, AD occurrence, and aggression in patients with AD. A total of 956 subjects were enrolled in this study, including 482 AD patients and 474 healthy controls (HCs). Michigan alcoholism screening test (MAST) was used to measure the level of AD, a Chinese version of the Buss–Perry Aggression Questionnaire was used to evaluate the aggressive behavior of subjects, and MassARRAY@ system was used to genotype rs948992 of FGF19, rs11665841 and rs11665896 of FGF21, rs7955866 and rs11063118 of FGF23. The results showed that AD patients presented a significantly higher level of aggression compared to HCs, and MAST scores were significantly positively associated Buss–Perry aggression scores (r = 0.402, p < 0.001) in AD patients. The interaction of FGF19 rs948992 TC × FGF21 rs11665896 GG presented the high-risk genotype combination predicting the high level of AD. In addition, the interaction of FGF19 rs948992 TC × FGF21 rs11665896 TG × FGF23 rs11063118 TT presented the high-risk genotype combination predicting the high level of aggression in AD patients. Our results added evidence linking the combination of rs948992 TC × rs11665896 TG × rs11063118 TT to aggressive behavior in AD patients and pointed out the potential usefulness of the SNPs of FGF19 superfamily as a predictor for the aggression in AD patients.

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Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample

Cited by 5 publications

References 70 publications

Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents

Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents

Educational attainment polygenic score predicts inhibitory control and academic skills in early and middle childhood

The Interaction of Single Nucleotide Polymorphisms on Fibroblast Growth Factor 19 Superfamily Genes Is Associated With Alcohol Dependence-Related Aggression

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