The impact of genes, geography, and educational opportunities on national cognitive achievement
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In: Learning and Individual Differences, Vol. 47, 01.04.2016, p. 236-243.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -