The developmental interplay between household chaos and educational achievement from age 9 through 16 years: A genetically sensitive study
Bibliographic record
Abstract
We tested whether associations between household chaos, which refers to confusion and disorganisation in family homes, and educational achievement are confounded by genetics and family socioeconomic status (SES). We modelled the developmental interplay between chaos and achievement, including their reverse association (i.e., achievement chaos), and its aetiology in up to 7,591 twin pairs (49% female), who were born in the mid-90s in the UK and assessed at age 9, 12, and 16 years. Associations between household chaos and educational achievement were consistently negative, bidirectional, and of small effect sizes across ages. These associations were best explained by genetic and environmental confounding. Family SES accounted for most of the confounding in the predictions from achievement to chaos; for the reverse, environments shared within families but distinct from SES were implied. Our findings suggest that long-term associations between children’s experiences of household chaos and educational achievement are modest and non-causal.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".