Clones in the Classroom: A Daily Diary Study of the Nonshared Environmental Relationship Between Monozygotic Twin Differences in School Experience and Achievement

TY - JOUR

T1 - Clones in the Classroom

T2 - A Daily Diary Study of the Nonshared Environmental Relationship Between Monozygotic Twin Differences in School Experience and Achievement

AU - Asbury, Kathryn

AU - Almeida, David

AU - Hibel, Jacob

AU - Harlaar, Nicole

AU - Plomin, Robert

PY - 2008/12

Y1 - 2008/12

N2 - Do genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in 'flow' in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R-2 = 0.16, p < .01) and MZ differences in 'flow' in Science significantly predicted MZ differences in Science achievement (R-2 = 0.10, p < .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement.

AB - Do genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in 'flow' in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R-2 = 0.16, p < .01) and MZ differences in 'flow' in Science significantly predicted MZ differences in Science achievement (R-2 = 0.10, p < .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement.

UR - http://www.scopus.com/inward/record.url?scp=57349123951&partnerID=8YFLogxK

U2 - 10.1375/twin.11.6.586

DO - 10.1375/twin.11.6.586

M3 - Article

SN - 1832-4274

VL - 11

SP - 586

EP - 595

JO - Twin Research and Human Genetics

JF - Twin Research and Human Genetics

IS - 6

ER -