孩子讨厌上学吗?这可能是你的错
If you struggle to get your child to go to school in themorning, don't blame them - it could be your fault.
如果你很难让孩子早起上学，不要责怪他们，因为这可能是你的错。
Our willingness to learn - or lack thereof - issignificantly influenced by our genes, according to alarge study.
一项大型研究显示，我们的学习意愿，或不愿学习的意愿，受到基因的显著影响。
The researchers found that 40 to 50 per cent of the differences in children's motivation to learncould be explained by their genetic inheritance from their parents.
研究人员发现，儿童学习动机的差异，有40%-50%可能是遗传自他们的父母。
Psychologists from Goldsmiths University of London, and Ohio State University in the US studiedmore than 13,000 twins aged nine to 16 from six countries, including the UK, Canada, Japan,Germany, Russia and the US.
来自伦敦金史密斯大学和美国俄亥俄州立大学的心理学家，研究了6个国家1.3万名9-16岁的双胞胎，这些国家包括英国，加拿大，日本，德国，俄罗斯和美国。
The researchers said they were surprised by the results, believing that the twins' sharedenvironment - elements such as the teachers and the family that they had in common - wouldbe a larger factor than genetics.
研究人员说他们对结果感到惊讶，他们认为共享着相同环境因素，例如老师和家庭的双胞胎，环境对他们的影响应该比基因大。
Instead, genetics and non-shared-environment factors had the largest effect on the children'smotivation to learn, whereas the shared environment had negligible impact.
而结果显示，基因和非共享的环境因素对孩子的学习动机影响最大，而共享的环境的影响则微不足道。
Accordingly, we should not jump to conclusions that a poor teacher or the child themselves is toblame for a lack of motivation in the classroom, the researchers said. 'We had prettyconsistent findings across these different countries with their different educational systems anddifferent cultures,' said Professor Stephen Petrill, of Ohio State University.
因此，研究人员说，我们不应妄下结论，因缺乏学习动力就责备老师或孩子。俄亥俄州立大学的斯蒂芬-帕特瑞尔教授说："从不同国家、不同教育系统和不同文化背景下，我们得到了相当一致的结果。"
'It was surprising. The knee-jerk reaction is to say someone is not properly motivating thestudent, or the child himself is responsible.
"这很让人惊讶。因为我们下意识的反应是指责什么人没有正确的激励学生，或指责孩子本人。但我们发现，孩子所继承的性格差异本身就对动机有着巨大的影响。"
'That doesn't mean we don't try to encourage and inspire students, but we have to deal withthe reality of why they are different.'
"这并不意味着我们不再鼓励和激励学生，只是必须了解他们为什么不同。"
The results don't mean there is a specific gene for how much children enjoy learning, headded, but they suggest a complex process, involving many genes and gene-environmentinteractions that help influence a child's motivation to learn.
影响孩子学习乐趣的并不是某个特定基因，而是一个复杂的过程，牵涉到很多基因和基因与环境的相互作用，从而影响了孩子的学习动机。
The study will be published in the journal Personality and Individual Differences.
这项研究将发表在人格与个体差异杂志。
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