High mathematics and reading performance: How important are environmental influences?

Inga Schwabe*, Martina R.M. Meelissen, R. Annemiek Punter, Stéphanie M. van den Berg

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Earlier findings of international comparisons on school achievement are often
interpreted to mean that there is only a small percentage of excellent students in the Netherlands. Inspired by research in behaviour genetics, it was investigated whether Dutch high-scoring children are less sensitive to environmental influences than the nonhigh-scoring students. To test this, the reading and mathematics scores from highscoring and non-high-scoring students participating in the Programme for International Student Achievement (PISA) 2012, the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading and Literacy Study (PIRLS) 2011 were analyzed. Contrary to our expectations, the results suggest that high-scoring children are as sensitive to school influences as are non-high-scoring students, but more sensitive to the influence of individual socioeconomic status.
Original languageEnglish
Pages (from-to)3-14
JournalTalent Development and Excellence
Volume10
Issue number1
Publication statusPublished - 2018

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