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Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.

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Publication details

JournalBritish Journal of Educational Psychology
DateAccepted/In press - 4 Apr 2018
DateE-pub ahead of print (current) - 26 Apr 2018
Early online date26/04/18
Original languageEnglish

Abstract

Background

Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits few studies have explored teachers’ beliefs about, or knowledge of, developments in behavioural genetics related to education.

Aims

This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught.

Sample

Data were gathered from n=402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited.

Methods

An on-line questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations and multiple regression.

Results

Teachers perceived genetic and environmental factors as equally important influences on cognitive ability, and tended towards a growth mindset. Knowledge about behavioural genetics was low but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state vs. independent (more growth-minded in state sector).

Conclusions

Although teachers have a limited knowledge of behavioural genetics they are keen to learn more.

Bibliographical note

© 2018 The British Psychological Society. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

    Research areas

  • teacher beliefs , cognitive ability, behavioural genetics, education

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