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

Authors: Kovas, Yulia; Garon-Carrier, GabrielleBoivin, Michel; Petrill, Stephen A.; Plomin, Robert; Malykh, Sergey B.; Spinath, Frank; Murayama, Kou; Ando, Juko; Bogdanova, Olga Y.; Brendgen, Mara; Dionne, GinetteForget-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 Ernest; Vitaro, Frank
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.
Document Type: Article de recherche
Issue Date: 5 March 2015
Open Access Date: Restricted access
Document version: VoR
Permalink: http://hdl.handle.net/20.500.11794/13763
This document was published in: Personality and Individual Differences, Vol. 80, 51–63 (2015)
Alternative version: 10.1016/j.paid.2015.02.006
Collection:Articles publiés dans des revues avec comité de lecture

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