Making (up) the grade? Estimating the genetic and environmental influences of discrepancies between self-reported grades and official GPA scores.

摘要: Academic achievement has been found to have a pervasive and substantial impact on wide range of developmental outcomes also implicated in the critical transition from adolescence into early adulthood. Previous research revealed that self-reported grades tend diverge official transcript grade point average (GPA) scores, with students being more likely report inflated scores. Making use sample monozygotic twin (N = 282 pairs), dizygotic (N = 441 full sibling (N = 1,757 pairs) pairs National Longitudinal Study Adolescent Health (Add Health; 65 % White; 50 % male; mean age = 16.14), current study is first investigate role genetic environmental factors play misreporting information. A comparison between GPA (mean score 2.86) scores 2.44) were approximately one-half letter greater than Liability threshold models additive influences explained 40 63 % variance reporting correctly GPA, remaining by nonshared environment. Conversely, 100 % deflated information was influences. In an effort identify specific accuracy, multivariate adequately control for estimated siblings lower significantly less their Additional analyses verbal IQ self-control not associated accuracy after controlling These findings indicate previous studies implicate as significant predictors may result model misspecification confounding. The crucial which reported, but circumstances. theoretical methodological implications results are discussed.