The Impact of Chaotic Homes on School Performance
Author Information
Author(s): Hanscombe Ken B, Haworth Claire MA, Davis Oliver SP, Jaffee Sara R, Plomin Robert
Primary Institution: King's College London, MRC Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry
Hypothesis
To what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child effects?
Conclusion
The association between chaotic homes and poor performance in school is partly genetic, indicating that both genetic and environmental factors play a role.
Supporting Evidence
- Children's experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26).
- Shared environmental factors explained a large proportion (63%) of the association between chaos and school performance.
- Genetic factors accounted for a significant proportion (37%) of the association between children's experience of household chaos and their school performance.
Takeaway
Kids from messy and noisy homes often do worse in school, and some of this is because of their genes.
Methodology
The study used a twin design to assess children's perceptions of family chaos and their school performance at ages 9 and 12.
Limitations
The study's findings may not generalize to populations outside the UK.
Participant Demographics
The sample is representative of the UK general population, with 93% of children being white.
Statistical Information
P-Value
p<0.05
Confidence Interval
95% CI = −.30 to −.22
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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