What leads to academic success, according to science

I wrote in my article "Intelligence Redefined" that apart from intelligence, other things like  hard work, careful planning and a consistent commitment to expanding and refining your knowledge and skills, passion,  Critical Thinking , creativity  and  a will to succeed  are equally  important for a person's academic success. I also added your life's experiences, unique talents developed along the way, your reasoning  through life's ups and downs, your education,   and environment can play major roles too in your success!

Now science has provided evidence for my argument.

 Non-cognitive skills: DNA-based analyses suggest a hidden key to academic success

A new Nature Human Behaviour study , has revealed that non-cognitive skills, such as motivation and self-regulation, are as important as intelligence in determining academic success. These skills become increasingly influential throughout a child's education, with genetic factors playing a significant role.

The research, conducted in collaboration with an international team of experts, suggests that fostering non-cognitive skills alongside cognitive abilities could significantly improve educational outcomes.

This new research challenges the long-held assumption that intelligence is the primary driver of academic achievement. The researchers found compelling evidence that non-cognitive skills—such as grit, perseverance, academic interest, and value attributed to learning—are not only significant predictors of success but that their influence grows stronger over time.
The study, which followed over 10,000 children from age 7 to 16 in England and Wales, employed a combination of twin studies and DNA-based analyses to examine the complex interplay between genes, environment, and academic performance.

One of the most striking findings is the increasing role of genetics in shaping non-cognitive skills and their impact on academic achievement. By analyzing DNA, researchers constructed a "polygenic score" for non-cognitive skills, essentially a genetic snapshot of a child's predisposition towards these skills.

They discovered that genetic effects associated with non-cognitive skills become increasingly predictive of academic achievement over the school years. In fact, their effect nearly doubles between the ages of 7 and 16. 

 By the end of compulsory education, genetic dispositions towards non-cognitive skills were equally as important as those related to cognitive abilities in predicting academic success.

This finding challenges the traditional view of educational achievement as determined largely by intelligence. Instead, the study suggests that a child's emotional and behavioral makeup, influenced by both genes and environment, plays a crucial role in their educational journey.

While genetics undoubtedly contributes to non-cognitive skills, the study also emphasizes the importance of environment. By comparing siblings, researchers were able to isolate the impact of shared family environment from genetic factors.

The researchers found that while family-wide processes play a significant role, the increasing influence of non-cognitive genetics on academic achievement remained evident even within families. This suggests that children may actively shape their own learning experiences based on their personality, dispositions, and abilities, creating a feedback loop that reinforces their strengths.

The findings of this study have profound implications for education. By recognizing the critical role of non-cognitive skills, schools can develop targeted interventions to support students' emotional and social development alongside their academic learning.

Education system world wide has traditionally focused on cognitive development. It's time to rebalance that focus and give equal importance to nurturing non-cognitive skills. By doing so, we can create a more inclusive and effective learning environment for all students, say the researchers.

Genetic associations between noncognitive skills and academic achievement over development, Nature Human Behaviour (2024). DOI: 10.1038/s41562-024-01967-9