A recent study shows that non-cognitive skills, like motivation and self-regulation, play a crucial role in academic achievement, matching the importance of intelligence. These skills become more influential as children progress through their education, with genetics significantly impacting their development. The research indicates that nurturing non-cognitive skills along with cognitive ones could lead to better educational results.
A recent study published in Nature Human Behaviour, led by Dr. Margherita Malanchini from Queen Mary University of London and Dr. Andrea Allegrini from University College London, has found that non-cognitive skills—such as motivation and self-regulation—are just as vital as intelligence for academic success. These skills gain more importance as a child advances in their education, and genetic influences play a major part. Collaborating with an international team, the researchers propose that enhancing non-cognitive abilities alongside cognitive skills can greatly improve educational achievements.
Dr. Malanchini, a Senior Lecturer in Psychology at Queen Mary University of London, stated, “Our research refutes the long-held belief that intelligence solely drives academic success. We’ve discovered strong evidence indicating that non-cognitive skills—like grit, perseverance, interest in academics, and the value placed on learning—are significant indicators of success, and their impact intensifies over time.”
The study tracked over 10,000 children in England and Wales from ages 7 to 16, using a blend of twin studies and DNA analyses to explore how genes, environment, and academic achievements interact.
The impact of genetics on non-cognitive skills
A key finding was that genetics increasingly shapes non-cognitive skills and their effects on education. Researchers created a “polygenic score” for non-cognitive skills, which essentially represents a child’s genetic predisposition toward these abilities.
“We found that genetic traits linked to non-cognitive skills become progressively more predictive of academic success throughout school years, with their impact nearly doubling from ages 7 to 16,” Dr. Allegrini, a Research Fellow at University College London, explained. “By the time students finish compulsory education, their genetic inclinations toward non-cognitive skills are just as essential for predicting academic success as their cognitive abilities.”
This challenges conventional views that intelligence is the main factor in educational achievement. The study emphasizes that a child’s emotional and behavioral traits—shaped by both genes and their environment—are crucial in their educational experience.
The influence of environment
Although genetics are important, the study highlights the role of a child’s environment. By examining siblings, researchers could separate the effects of shared family background from genetic influences.
“Our findings indicate that while family dynamics matter significantly, the growing influence of non-cognitive genetics on academic achievement is still evident among siblings,” said Dr. Allegrini. “This means children might actively influence their learning experiences based on their personalities and abilities, creating a loop that reinforces their strengths.”
Consequences for education
The implications of this study are substantial for educational practices. Recognizing the vital role of non-cognitive skills allows schools to create focused interventions that nurture students’ emotional and social development alongside their academic growth.
Dr. Malanchini remarked, “The education system has historically concentrated on cognitive development. We need to shift to a more balanced approach that values the cultivation of non-cognitive skills as well. By doing this, we can foster a more inclusive and effective learning environment for every student.”
The research also calls for more investigation into how genes, environment, and education interact. Understanding these elements will help educators and policymakers develop more effective strategies to support overall student development and improve educational outcomes.
Dr. Malanchini concluded, “This research is just the starting point. We hope it will spark further studies and change our educational approach.”
This study was a collective effort involving researchers from several institutions across six countries, including University College London, VU University Amsterdam, University of Bologna, Royal Holloway, University of London, University of Oslo, University of York, Vrije Universiteit Amsterdam, the Institute for Behavioral Genetics, the Max Planck Institute for Human Development, The University of Texas at Austin, the Institute of Psychiatry, Psychology and Neuroscience, King’s College London, and Queen Mary University of London. The research received funding from the Medical Research Council (MRC) in the UK.
