Smith-Woolley E, Selzam S, Plomin R (2019) Polygenic score for educational attainment captures DNA variants shared between personality traits and educational achievement. Holtmann AC, Menze L, Solga H (2021) intergenerational transmission of educational attainment: how important are children’s personality characteristics? Am Behav Sci 65:1531–1554. Nicolaou N, Shane S (2010) Entrepreneurship and occupational choice: Genetic and environmental influences. Nyhus EK, Pons E (2005) The effects of personality on earnings. Ĭorak M, Piraino P (2011) The intergenerational transmission of employers. ĭevine F (2004) Class practices: how parents help their children get good jobs. Can J Sociol 40:51–74Ĭalarco JM (2011) “I need help!” social class and children’s help-seeking in elementary school. Milne E, Aurini J (2015) Schools, cultural mobility and social reproduction: the case of progressive discipline. University of California Press, BerkeleyĬalarco JM (2014) Coached for the classroom: parents’ cultural transmission and children’s reproduction of educational inequalities. Lareau A (2011) Unequal childhoods: class, race and family life. Early interventions targeting inattentive behaviors could potentially enhance the prospects of intergenerational educational mobility. Inattentive behaviors may represent a mediational pathway between parental education and child education. Inattentive behaviors were most strongly associated with failure to graduate from high school, while the role of other behaviors was modest or negligible. Using logistic regressions and the Karlson-Holm-Breen decomposition method, we found that childhood behaviors together explained 19.5% of the association between mother’s education and child’s high school graduation status at age 22/23, and 13.7% of the association between father’s education and this same outcome. We adjusted for economic, demographic, cognitive, and perinatal factors, as well as parental mental health. Drawing upon a population-based cohort study (n = 3020) linked to administrative records, we investigated the extent to which inattentive, internalizing, externalizing, and prosocial behaviors at child ages 6–8 years accounted for associations between parental education and child’s risk of failing to graduate from high school. The intergenerational transmission of low educational attainment is well-documented, but little is known about how behavioral problems in childhood explain this association.
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