cohort·psychiatry, pediatrics, epidemiology, public health, research methods·PMC10242908
The association between polygenic scores for attention‐deficit/hyperactivity disorder and school performance: The role of attention‐deficit/hyperactivity disorder symptoms, polygenic scores for educational attainment, and shared familial factors
JCPP Advances · 8 authors, 9 centres
AI SUMMARY
FIDELITY 100%
This summary was generated by AI from a single paper. It has not been reviewed by a clinician and is not clinical advice. Verify against the source before acting on it.
Shared familial factors and PGS for educational attainment attenuated these associations substantially more than ADHD symptoms did.
Full summary
1,093 CHARS
Linear and instrumental variable (IV) regression models estimated associations between PGS for ADHD and grade point average (GPA), overall and by subject category. PGS for ADHD were negatively associated with overall GPA (β = −0.12, 95% CI = [−0.15, −0.09]), explaining approximately 1.5% of GPA variation, with minor differences across subject categories. Adjustment for phenotypic ADHD symptoms attenuated associations by 16%, while adjustment for PGS for educational attainment attenuated them by 42%, and shared familial factors (dizygotic twin comparisons) by approximately 67%. IV analyses yielded stronger associations than linear regression, though most associations between PGS for ADHD and practically oriented subject grades were not significant. Limitations include the low predictive ability of ADHD PGS, wide confidence intervals in IV analyses, and reliance on an older PGS calculation method. These findings suggest that shared familial factors and genetic overlap with educational attainment influence the ADHD PGS–school performance association more than ADHD symptoms alone.
