Schoolhouse risk: Can we mitigate the polygenic Pygmalion effect?

Acta Psychol (Amst). 2024 Aug:248:104403. doi: 10.1016/j.actpsy.2024.104403. Epub 2024 Jul 14.

Abstract

Background: Although limited in predictive accuracy, polygenic scores (PGS) for educational outcomes are currently available to the public via direct-to-consumer genetic testing companies. Further, there is a growing movement to apply PGS in educational settings via 'precision education.' Prior scholarship highlights the potentially negative impacts of such applications, as disappointing results may give rise a "polygenic Pygmalion effect." In this paper two studies were conducted to identify factors that may mitigate or exacerbate negative impacts of PGS.

Methods: Two studies were conducted. In each, 1188 students were randomized to one of four conditions: Low-percentile polygenic score for educational attainment (EA-PGS), Low EA-PGS + Mitigating information, Low EA-PGS + Exacerbating information, or Control. Regression analyses were used to examine differences between conditions.

Results: In Study 1, participants randomized to Control reported significantly higher on the Rosenberg Self-Esteem Scale (RSES), Competence Scale (CS), Academic Efficacy Scale (AES) and Educational Potential Scale (EPS). CS was significantly higher in the Low EA-PGS + Mitigating information condition. CS and AES were significantly lower in the Low EA-PGS + Exacerbating information condition compared to the Low EA-PGS + Mitigating information condition. In Study 2, participants randomized to Control reported significantly higher CS and AES. Pairwise comparisons did not show significant differences in CS and AES. Follow-up pairwise comparisons using Tukey P-value correction did not find significant associations between non-control conditions.

Conclusion: These studies replicated the polygenic Pygmalion effect yet were insufficiently powered to detect significant effects of mitigating contextual information. Regardless of contextual information, disappointing EA-PGS results were significantly associated with lower assessments of self-esteem, competence, academic efficacy, and educational potential.

Keywords: Educational attainment; Polygenic Pygmalion effect; Polygenic scores; Psychosocial impacts; Research communication; Self-fulfilling prophecy.

Publication types

  • Randomized Controlled Trial

MeSH terms

  • Academic Success
  • Adolescent
  • Adult
  • Female
  • Genetic Testing
  • Humans
  • Male
  • Multifactorial Inheritance*
  • Self Concept
  • Students / psychology
  • Young Adult