
06137452
j
2013b.00242
Luo, Yu L. L.
Kovas, Yulia
Haworth, Claire M. A.
Plomin, Robert
The etiology of mathematical selfevaluation and mathematics achievement: understanding the relationship using a crosslagged twin study from ages 9 to 12.
Learn. Individ. Differ. 21, No. 6, 710718 (2011).
2011
Elsevier, Amsterdam
EN
C62
C63
national curriculum
twins
mathematics achievement
etiology
self evaluation (individuals)
prediction
individual differences
children
adolescents
genetics
doi:10.1016/j.lindif.2011.09.001
Summary: The genetic and environmental origins of individual differences in mathematical selfevaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Selfevaluation indexed how good children think they are at mathematical activities and how much they like those activities. Mathematics achievement was assessed by teachers based on UK national curriculum standards. At both ages selfevaluation was approximately 40\% heritable, with the rest of the variance explained by nonshared environment. The results also suggested moderate reciprocal associations between selfevaluation and mathematics achievement across time, with earlier selfevaluation predicting later performance and earlier performance predicting later selfevaluation. These crosslagged relationships were genetically rather than environmentally mediated.