Abstract：
We investigated indirect genetic effects (IGEs), also known as genetic nurture, in education with a novel approach that uses phased data to include parent-offspring pairs in the transmitted/nontransmitted study design. This method increases the power to detect IGEs, enhances the generalizability of the findings, and allows for the study of effects by parent-of-origin. We validated and applied this method in a family-based subsample of adolescents and adults from the Lifelines Cohort Study in the Netherlands (N = 6147), using the latest genome-wide association study data on educational attainment to construct polygenic scores (PGS). Our results indicated that IGEs play a role in education outcomes in the Netherlands: we found significant associations of the nontransmitted PGS with secondary school level in youth between 13 and 24 years old as well as with education attainment and years of education in adults over 25 years old (β = 0.14, 0.17 and 0.26, respectively), with tentative evidence for larger maternal IGEs. In conclusion, we replicated previous findings and showed that including parent-offspring pairs in addition to trios in the transmitted/nontransmitted design can benefit future studies of parental IGEs in a wide range of outcomes.
摘要：
我们调查了间接遗传效应(IGEs)，也被称为遗传培育，在教育中使用一种新颖的方法，该方法使用分阶段数据将父母-后代对包括在传播/非传播研究设计中。这种方法增加了检测IGE的能力，增强了研究结果的普遍性，并允许研究原始父母的影响。我们在基于家庭的青少年和成人子样本中验证并应用了该方法，该样本来自荷兰的生命线队列研究（N=6147），使用关于教育程度的最新全基因组关联研究数据构建多基因评分(PGS)。我们的结果表明，IGEs在荷兰的教育成果中起作用：我们发现，未传播的PGS与13至24岁青年的中学水平以及25岁以上成年人的受教育程度和受教育年限显着相关（分别为β=0.14、0.17和0.26），具有更大的母体IGE的初步证据。总之,我们重复了以前的研究结果,并表明,在传递/非传递设计中,除了三重奏外,还包括亲代-子代对,可以使未来对亲代IGE的研究在广泛的结局中受益.
