TY - JOUR

T1 - The impact of genes, geography, and educational opportunities on national cognitive achievement

AU - Minkov , Michael

AU - Welzel, Christian Peter

AU - Bond, Michael Harris

PY - 2016/4/1

Y1 - 2016/4/1

N2 - A debate between Stankov and Lynn has focused on whether national differences in cognitive achievement are primarily a matter of culturally-driven motivation or genetically determined mental ability, measured in terms of IQ. We present evidence showing that a third position is more conclusive: while genetic differences are a driving force behind differences in academic achievement between nations, these genetic differences operate on motivation rather than ability. Indeed, across 53 countries from all continents, 90% of the variance in national cognitive achievement can be explained by: (1) a recently reported national genetic index related to life history strategy; (2) educational opportunities as measured by the education index of the United Nations Development Program, and (3) a geographic variable: Welzel's index for cool water condition. In contrast, neither national wealth (gross domestic product per person), nor socioeconomic inequality (Gini index), nor pathogen prevalence show a significant effect. We explain these findings by combining theoretical propositions about academic achievement from two complementary approaches: life history strategy and the cool water condition.

AB - A debate between Stankov and Lynn has focused on whether national differences in cognitive achievement are primarily a matter of culturally-driven motivation or genetically determined mental ability, measured in terms of IQ. We present evidence showing that a third position is more conclusive: while genetic differences are a driving force behind differences in academic achievement between nations, these genetic differences operate on motivation rather than ability. Indeed, across 53 countries from all continents, 90% of the variance in national cognitive achievement can be explained by: (1) a recently reported national genetic index related to life history strategy; (2) educational opportunities as measured by the education index of the United Nations Development Program, and (3) a geographic variable: Welzel's index for cool water condition. In contrast, neither national wealth (gross domestic product per person), nor socioeconomic inequality (Gini index), nor pathogen prevalence show a significant effect. We explain these findings by combining theoretical propositions about academic achievement from two complementary approaches: life history strategy and the cool water condition.

KW - Geography

KW - Biology

KW - Genes

KW - Economics, empirical/statistics

KW - Life history strategy

KW - Cool water theory

KW - Cognitive achievement

KW - Politics

KW - Politische Kulturforschung

KW - Demokratieforschung

KW - Gender and diversity

KW - Cognitive achievement

KW - Cool water theory

KW - Genes

KW - Life history strategy

UR - http://www.scopus.com/inward/record.url?scp=84962076626&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2016.03.004

DO - 10.1016/j.lindif.2016.03.004

M3 - Journal articles

VL - 47

SP - 236

EP - 243

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -