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

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Genes rather than environment contribute to family resemblance in academic motivation.

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Environmental influences stemmed entirely from individual specific experiences.

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Attending same vs. different classes did not affect twin similarity in motivation.

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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.

Personality in Germany and Minnesota: an IRT-based comparison of MPQ self-reports

We compared personality across cultures to explore the extent of cultural differences. This study used samples matched on gender and age from Germany and Minnesota to compare traditional scale scores and IRT-based parameters for Tellegen's (1982) Multidimensional Personality Questionnaire scales. Because the samples consisted of twins, we were able to replicate the findings from the subsamples consisting of one member of each pair with the subsamples consisting of their co-twins. When the full scales were considered, Germans were higher in Aggression and Absorption and Minnesotans were higher in Well-being, Control, and Traditionalism, but, except for those in Traditionalism, different item-difficulty parameters explained most of these differences. IRT highlighted less than optimal scale properties as well as differentially functioning items. We discuss the theoretical implications of these findings.

Association analysis of MAOA and COMT with neuroticism assessed by peers

There are several reported associations between depressive disorders, panic disorder, and obsessive-compulsive disorder (OCD) and a variety of polymorphisms in the monoamine oxidase A (MAOA) gene. Associations have also been reported between the catechol-O-methyltransferase (COMT) gene and both OCD and bipolar depression. However, the role of these markers has not been explored for the personality trait of neuroticism (N), a normally distributed quantitative trait, which is highly genetically correlated with anxiety and depression and may be a vulnerability to either type of disorder. We explored the possible role of MAOA, COMT, and their interaction on N using a selected extremes design. From a sample of 2,085 individuals, each assessed for N by two independent peers rather than using self-report questionnaires, we selected 57 individuals from the top 10% of scores, and 62 individuals from the bottom 10%. Using selected extreme low subjects as the controls, rather than an unselected control group gives roughly twice the power of a standard case-control design. We typed a functional variable number tandem repeat (VNTR) in the MAOA gene promoter, and a functional polymorphism in the coding region of the COMT gene. Two novel alleles in the MAOA VNTR were identified on the basis of their size, and their structure examined by sequencing analysis. We found weak evidence for association with COMT genotype, when the females and males were considered separately, and for MAOA genotype in males only. There was no significant interaction between COMT and MAOA.