Association between Polygenic Risk Scores for Attention-Deficit Hyperactivity Disorder and Educational and Cognitive Outcomes - Web Appendix Tables and Figures

Sep 5, 2026

Supplementary materials for a population-based study evaluate how polygenic risk scores for attention-deficit/hyperactivity disorder relate to educational performance and cognitive outcomes. Sex-stratified analyses report associations with total point score, key stage 3 results, and capped GCSE points, alongside estimated IQ at age 15.5 years. Structural equation modeling explores mediation paths through IQ and ADHD symptom burden, including multiple mediation models and Sobel-Goodman based mediation tests, with bootstrap replications reported across analyses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Web Appendix

Supplementary Table 1

Supplementary Table 2

Supplementary Table 3

Supplementary Table 4

Supplementary Figure 1

Supplementary Figure 2

Citation (Version of Record): Stergiakouli, E. , Martin, J. , Hamshere, M. , Heron, J. E. , St Pourcain, B. , Timpson, N. , Thapar, A. , & Davey Smith, G. (2017) . Association between Polygenic Risk Scores for Attention-Deficit Hyperactivity Disorder and Educational and Cognitive Outcomes in the General Population. International Journal of Epidemiology , 46(2), 421–428. [https://doi.org/10.1093/ije/dyw216](https://doi.org/10.1093/ije/dyw216) Version: Publisher's PDF, also known as Version of record License (if available): CC BY Link to published version (if available): 10.1093/ije/dyw216 Link to publication record on the Bristol Research Portal: Access record including PDF (if available) University of Bristol – Bristol Research Portal This is the final published version of the article (version of record) . It first appeared online via Oxford University Press at [http://ije.oxfordjournals.org/content/early/2016/09/28/ije.dyw216.abstract. Please](http://ije.oxfordjournals.org/content/early/2016/09/28/ije.dyw216.abstract. Please) refer to any applicable terms of use of the publisher. Citing this paper Guidance on citing material from the Bristol Research Portal is available under ‘Manuscripts and Citations’ in the Terms of Use (linked below) Terms of Use Full Terms of Use for the Bristol Research Portal are available online: [https://www.bristol.ac.uk/research](https://www.bristol.ac.uk/research)enterprise-innovation/research-policy/pure/brp-terms/ Has this research benefited you? Let us know how reading this research here has been meaningful to you by sharing your story at [https://forms.office.com/e/ffL5CZ0fGT](https://forms.office.com/e/ffL5CZ0fGT) Bristol Research Portal Coversheet last updated 21-07-2026 Web Appendix Supplementary Table 1. Associations of Childhood ADHD Polygenic Risk Scores with Educational Outcomes and IQ at Age 15.5 Years – Sex Stratified Analysis | Outcome | Individuals analysed
(N) | Beta Coefficient
(95% CIs) | t | P value | R2 | | --- | --- | --- | --- | --- | --- | | Total point score | Boys (3250) | -1.7 (-2.6 to-0.8) | -3.8 | 1.7x10-4 | 0.004 | | achieved at key stage 3 | Girls (3135) | -1.2 (-2 to-0.4) | -2.9 | 4.2x10-3 | 0.003 | | Capped GCSE | Boys (3498) | -4.8 (-8 to-1.7) | -3.1 | 2.4x10-3 | 0.003 | | points | Girls (3430) | -3.1 (-5.9 to-0.3) | -2.2 | 2.9x10-2 | 0.001 | | Total IQ at age 15.5 | Boys (1845) | -0.2 (-0.8 to-0.4) | -0.6 | 0.53 | 0.002 | | | Girls (2013) | -1.1 (-1.7 to-0.6) | -3.9 | 1x10-4 | 0.008 | GCSE, General Certificate of Secondary Education. Supplementary Table 2. Structural Equation Modelling Analysis of ADHD Polygenic Risk scores with Education as the Outcome and IQ as the Mediator in ALSPAC children using 1000 Bootstrap Replications | Type of effect | Beta Coefficient* | N | | --- | --- | --- | | Indirect effect with GCSEs as the educational outcome | -2.2 (-3.8 to-0.7) | 2864 | | Direct effect with GCSEs as the educational outcome | -2.3 (-4.3 to-0.04) | 2864 | | Indirect effect with Key Stage 3 results as the educational outcome | -0.6 (-1.1 to-0.2) | 2563 | | Direct effect with Key Stage 3 results as the educational | -0.8 (-1.4 to-0.2) | 2563 | *Note that percentile confidence intervals for beta coefficients are reported. GCSE, General Certificate of Secondary Education. Supplementary Table 3. Structural Equation Modelling Analysis of ADHD Polygenic Risk Scores with Education as Outcome and ADHD Symptoms as Mediator in ALSPAC Children Using 1000 bootstrap replications Type of effect Beta Coefficient* N Indirect effect with GCSEs as -0.8 (-1.5 to-0.2) 4824 the educational outcome Direct effect with GCSEs as -4.2 (-6.5 to-2.2) 4824 the educational outcome Indirect effect with Key Stage 3 results as the educational outcome -0.2 (-0.4 to-0.02) 4390 Direct effect with Key Stage 3 -1.3 (-2 to-0.7) 4390 results as the educational *Note that percentile confidence intervals for beta coefficients are

FAQs

What educational outcomes were examined in the sex-stratified supplementary analysis?

The supplementary material reports associations with total point score, achieved key stage 3 results, and capped GCSE points for boys and girls.

How was cognitive outcome measured in these analyses?

Cognitive outcome is represented by total IQ at age 15.5 years, analyzed alongside educational outcomes.

What mediation relationships were tested in the structural equation modeling?

The study tests mediation of the polygenic risk score’s association with education through IQ and through ADHD symptom burden, including multiple mediation models and Sobel-Goodman mediation-based assessments.

Sep 5, 2026

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