Browse
Submit Data
Databases
API
Help

Dataset Information

19 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

A genetic sum score of effect alleles associated with serum lipid concentrations interacts with educational attainment.

ABSTRACT: High-density lipoprotein cholesterol (HDL-C), low-density lipoprotein cholesterol (LDL-C), and total cholesterol (TC) levels are influenced by both genes and the environment. The aim was to investigate whether education and income as indicators of socioeconomic position (SEP) interact with lipid-increasing genetic effect allele scores (GES) in a population-based cohort. Using baseline data of 4516 study participants, age- and sex-adjusted linear regression models were fitted to investigate associations between GES and lipids stratified by SEP as well as including GES×SEP interaction terms. In the highest education group compared to the lowest stronger effects per GES standard deviation were observed for HDL-C (2.96 mg/dl [95%-CI: 2.19, 3.83] vs. 2.45 mg/dl [95%-CI: 1.12, 3.72]), LDL-C (6.57 mg/dl [95%-CI: 4.73, 8.37] vs. 2.66 mg/dl [95%-CI: -0.50, 5.76]) and TC (8.06 mg/dl [95%-CI: 6.14, 9.98] vs. 4.37 mg/dl [95%-CI: 0.94, 7.80]). Using the highest education group as reference, interaction terms showed indication of GES by low education interaction for LDL-C (ß_{GES×Education}: -3.87; 95%-CI: -7.47, -0.32), which was slightly attenuated after controlling for GES_LDL-C×Diabetes interaction (ß_{GES×Education}: -3.42; 95%-CI: -6.98, 0.18). The present study showed stronger genetic effects on LDL-C in higher SEP groups and gave indication for a GES_LDL-C×Education interaction, demonstrating the relevance of SEP for the expression of genetic health risks.

SUBMITTER: Emmel C

PROVIDER: S-EPMC8368036 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Similar Datasets

A genetic sum score of risk alleles associated with body mass index interacts with socioeconomic position in the Heinz Nixdorf Recall Study.

Project description:Body mass index (BMI) is influenced by genetic, behavioral and environmental factors, while interactions between genetic and socioeconomic factors have been suggested. Aim of the study was to investigate whether socioeconomic position (SEP) interacts with a BMI-related genetic sum score (GRSBMI) to affect BMI in a population-based cohort. SEP-related health behaviors and a GRS associated with educational attainment (GRSEdu) were included in the analysis to explore potential interactions underlying the GRSBMIxSEP effect. Baseline information on SEP indicators (education, income), BMI, smoking, physical activity, alcohol consumption and genetic risk factors were available for 4,493 participants of the Heinz Nixdorf Recall Study. Interaction analysis was based on linear regression as well as on stratified analyses. In SEP-stratified analyses, the highest genetic effects were observed in the lowest educational group with a 0.24 kg/m2 higher BMI (95%CI: 0.16; 0.31) and in the lowest income quartile with a 0.14 kg/m2 higher BMI (95%CI: 0.09; 0.18) per additional risk allele. Indication for a GRSBMIxSEP interaction was observed for education (ßGRSbmixeducation = -0.02 [95%CI:-0.03; -0.01]) and income (ßGRSbmixincome = -0.05 [95%CI: -0.08; -0.02]). When adjusting for interactions with the GRSEdu and SEP-related health behaviors, effect size estimates of the GRSBMIxSEP interaction remained virtually unchanged. Results gave indication for an interaction of BMI-related genetic risk factors with SEP indicators, showing substantially stronger genetic effects in low SEP groups. This supports the hypothesis that expression of genetic risks is higher in socioeconomically disadvantaged environments. No indication was observed that the GRSBMIxSEP interaction was affected by other SEP-related factors included in the analysis.

| S-EPMC6707579 | biostudies-literature

Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample.

Project description:We investigated the extent to which performance on standardized achievement tests, executive function (EF), and aggression in childhood and adolescence accounted for the relationship between a polygenic score for educational attainment (EA PGS) and years of education in a community sample of African Americans. Participants (N = 402; 49.9% female) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city and followed into adulthood. In first and twelfth grade, participants completed math and reading standardized tests and teachers reported on participants' aggression and EF, specifically impulsivity and concentration problems. At age 20, participants reported on their years of education and post-secondary degrees attained and their genotype was assayed from blood or buccal swabs. An EA PGS was created using results from a large-scale GWAS on EA. A higher EA PGS was associated with higher education indirectly via adolescent achievement. No other mediating mechanisms were significant. Adolescent academic achievement is thus one mechanism through which polygenic propensity for EA influences post-secondary education among urban, African American youth.

| S-EPMC6942631 | biostudies-literature

Genetic Influence on Intergenerational Educational Attainment.

Project description:Using twin (6,105 twin pairs) and genomic (5,825 unrelated individuals taken from the twin sample) analyses, we tested for genetic influences on the parent-offspring correspondence in educational attainment. Genetics accounted for nearly half of the variance in intergenerational educational attainment. A genomewide polygenic score (GPS) for years of education was also associated with intergenerational educational attainment: The highest and lowest GPS means were found for offspring in stably educated families (i.e., who had taken A Levels and had a university-educated parent; M = 0.43, SD = 0.97) and stably uneducated families (i.e., who had not taken A Levels and had no university-educated parent; M = -0.19, SD = 0.97). The average GPSs fell in between for children who were upwardly mobile (i.e., who had taken A Levels but had no university-educated parent; M = 0.05, SD = 0.96) and children who were downwardly mobile (i.e., who had not taken A Levels but had a university-educated parent; M = 0.28, SD = 1.03). Genetic influences on intergenerational educational attainment can be viewed as an index of equality of educational opportunity.

| S-EPMC5595239 | biostudies-literature

Genetic effects on educational attainment in Hungary.

Project description:IntroductionEducational attainment is a substantially heritable trait, and it has recently been linked to specific genetic variants by genome-wide association studies (GWASs). However, the effects of such genetic variants are expected to vary across environments, including countries and historical eras.MethodsWe used polygenic scores (PGSs) to assess molecular genetic effects on educational attainment in Hungary, a country in the Central Eastern European region where behavioral genetic studies are in general scarce and molecular genetic studies of educational attainment have not been previously published.ResultsWe found that the PGS is significantly associated with the attainment of a college degree as well as the number of years in education in a sample of Hungarian study participants (N = 829). PGS effect sizes were not significantly different when compared to an English (N = 976) comparison sample with identical measurement protocols. In line with previous Estonian findings, we found higher PGS effect sizes in Hungarian, but not in English participants who attended higher education after the fall of Communism, although we lacked statistical power for this effect to reach significance.DiscussionOur results provide evidence that polygenic scores for educational attainment have predictive value in culturally diverse European populations.

| S-EPMC8785634 | biostudies-literature

A polygenic score for educational attainment partially predicts voter turnout.

Project description:Twin and adoption studies have shown that individual differences in political participation can be explained, in part, by genetic variation. However, these research designs cannot identify which genes are related to voting or the pathways through which they exert influence, and their conclusions rely on possibly restrictive assumptions. In this study, we use three different US samples and a Swedish sample to test whether genes that have been identified as associated with educational attainment, one of the strongest correlates of political participation, predict self-reported and validated voter turnout. We find that a polygenic score capturing individuals' genetic propensity to acquire education is significantly related to turnout. The strongest associations we observe are in second-order midterm elections in the United States and European Parliament elections in Sweden, which tend to be viewed as less important by voters, parties, and the media and thus present a more information-poor electoral environment for citizens to navigate. A within-family analysis suggests that individuals' education-linked genes directly affect their voting behavior, but, for second-order elections, it also reveals evidence of genetic nurture. Finally, a mediation analysis suggests that educational attainment and cognitive ability combine to account for between 41% and 63% of the relationship between the genetic propensity to acquire education and voter turnout.

| S-EPMC8685665 | biostudies-literature

Polygenic score for educational attainment captures DNA variants shared between personality traits and educational achievement.

Project description:Genome-wide polygenic scores (GPS) can be used to predict individual genetic risk and resilience. For example, a GPS for years of education (EduYears) explains substantial variance in cognitive traits such as general cognitive ability and educational achievement. Personality traits are also known to contribute to individual differences in educational achievement. However, the association between EduYears GPS and personality traits remains largely unexplored. Here, we test the relation between GPS for EduYears, neuroticism, and well-being, and 6 personality and motivation domains: Academic Motivation, Extraversion, Openness, Conscientiousness, Neuroticism, and Agreeableness. The sample was drawn from a U.K.-representative sample of up to 8,322 individuals assessed at age 16. We find that EduYears GPS was positively associated with Openness, Conscientiousness, Agreeableness, and Academic Motivation, predicting between 0.6% and 3% of the variance. In addition, we find that EduYears GPS explains between 8% and 16% of the association between personality domains and educational achievement at the end of compulsory education. In contrast, both the neuroticism and well-being GPS significantly accounted for between 0.3% and 0.7% of the variance in a subset of personality domains. Furthermore, they did not significantly account for any of the covariance between the personality domains and achievement, with the exception of the neuroticism GPS explaining 5% of the covariance between Neuroticism and achievement. These results demonstrate that the genetic effects of educational attainment relate to personality traits, highlighting the multifaceted nature of EduYears GPS. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

| S-EPMC6902055 | biostudies-literature

Early-life educational attainment, APOE ε4 alleles, and incident dementia risk in late life.

Project description:We examined the interactions between educational attainment and genetic susceptibility on dementia risk among adults over 60 years old. A total of 174,161 participants were free of dementia at baseline. The APOE ε4-related genetic risk was evaluated by the number of APOE ε4 alleles. The overall genetic susceptibility of dementia was evaluated by polygenetic risk score (PRS). Cox proportional hazards models were used to estimate the association between educational attainment and incident dementia. During a median of 8.9 years of follow-up, a total of 1482 incident cases of dementia were documented. After adjustment for covariates, we found that low education attainment was significantly associated with higher dementia risk in the APOE ε4 carriers, and such relation appeared to be stronger with the increasing number of ε4 alleles. In contrast, educational attainment was not associated with dementia risk in non-APOE ε4 carriers (P for multiplicative interaction = 0.006). In addition, we observed that the dementia risk associated with a combination of low educational attainment and high APOE ε4-related genetic risk was more than the addition of the risk associated with each of these factors (P for additive interaction < 0.001). We found similar significant interactions between educational attainment and PRS on both the multiplicative and additive scales on the dementia risk, mainly driven by the APOE genotype. These data indicate that higher educational attainment in early life may attenuate the risk for dementia, particularly among people with high genetic predisposition.

| S-EPMC9213617 | biostudies-literature

A Polygenic Score for Higher Educational Attainment is Associated with Larger Brains.

Project description:People who score higher on intelligence tests tend to have larger brains. Twin studies suggest the same genetic factors influence both brain size and intelligence. This has led to the hypothesis that genetics influence intelligence partly by contributing to the development of larger brains. We tested this hypothesis using four large imaging genetics studies (combined N = 7965) with polygenic scores derived from a genome-wide association study (GWAS) of educational attainment, a correlate of intelligence. We conducted meta-analysis to test associations among participants' genetics, total brain volume (i.e., brain size), and cognitive test performance. Consistent with previous findings, participants with higher polygenic scores achieved higher scores on cognitive tests, as did participants with larger brains. Participants with higher polygenic scores also had larger brains. We found some evidence that brain size partly mediated associations between participants' education polygenic scores and their cognitive test performance. Effect sizes were larger in the population-based samples than in the convenience-based samples. Recruitment and retention of population-representative samples should be a priority for neuroscience research. Findings suggest promise for studies integrating GWAS discoveries with brain imaging to understand neurobiology linking genetics with cognitive performance.

| S-EPMC6645179 | biostudies-literature

Achieved educational attainment, inherited genetic endowment for education, and obesity.

Project description:This study investigates two sources of education effects on obesity - achieved educational attainment and inherited genetic endowment for education. In doing so, we accomplish two goals. First, we assess the role of genetic confounding in the association between education and health. Second, we consider the heterogeneity in the extent to which genetic potential for education is realized, and we examine its impact on obesity. Data come from the National Longitudinal Study of Adolescent to Adult Health. Using a polygenic score approach, we find that, net of genetic confounding, holding a college degree is associated with a lower likelihood of obesity. Moreover, among individuals who hold a college degree, those with a high education polygenic score (a greater genetic propensity to succeed in education) are less likely to be obese than those with a relatively low education polygenic score. However, when individuals with a high education polygenic score do not have a college degree, their risk of obesity is similar to that of non-college-educated individuals with a low education polygenic score, suggesting that the effect of genetic endowment for education on obesity is conditional on college education.

| S-EPMC8607810 | biostudies-literature

GWAS of 126,559 individuals identifies genetic variants associated with educational attainment.

Project description:A genome-wide association study (GWAS) of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent single-nucleotide polymorphisms (SNPs) are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (coefficient of determination R(2) ? 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for ?2% of the variance in both educational attainment and cognitive function. Genes in the region of the loci have previously been associated with health, cognitive, and central nervous system phenotypes, and bioinformatics analyses suggest the involvement of the anterior caudate nucleus. These findings provide promising candidate SNPs for follow-up work, and our effect size estimates can anchor power analyses in social-science genetics.

| S-EPMC3751588 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data