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August 16, 2026BMC PsychologyOpen Access

Exploratory cumulative genetic scores for mathematical ability moderate the relationship between parental educational involvement and children’s mathematical ability: a four-wave longitudinal study

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Authors

KGKaiyue GuoYXYanli XuHLHongxia Li

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Overview

Longitudinal study demonstrates that cumulative genetic scores moderate the impact of maternal educational involvement on math ability in children, highlighting dynamic gene-environment interactions.

Key Points

  • To investigate concurrent and longitudinal interaction effects between cumulative genetic scores and parental educational involvement on children's mathematical ability over time.
  • Tracked 862 Chinese children (mean baseline age 8.74 ± 0.58 years; 344 girls) across four longitudinal waves from grades 3 to 6.
  • Calculated cumulative genetic scores (CGS) based on four single nucleotide polymorphisms related to mathematical ability.
  • Conducted hierarchical regression analyses and latent growth modeling with Benjamini–Hochberg corrections to evaluate maternal and paternal involvement effects.
  • Concurrent maternal educational involvement interacted with CGS to affect math ability in grade 5 (β = −0.507, p < 0.05) and grade 6 (β = −0.449, p < 0.05), with prior-year maternal involvement also interacting in grade 5 (β = −0.439, p < 0.05).
  • Latent growth modeling showed the slope of maternal educational involvement significantly predicted the math ability slope in the low CGS group (b = 0.63, t = 14.26, p < 0.001), but had no significant effect in the high CGS group.

Cite This Study

Guo et al. (2026) studied this question.

synapsesocial.com/papers/6a817a01f2fb91fc834ad94ehttps://doi.org/10.1186/s40359-026-05354-z
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