Study Questions Merit-Based Thinking, Suggesting Genetic Influence on Learning Outcomes

The limits of you can do it if you try

“Reskilling” is being strongly promoted by the government. Japan’s Ministry of Economy, Trade and Industry (Japan) is advancing career-upgrade support through reskilling, expanding not only corporate programs but also courses for individuals.

Many people spend large amounts of money on learning skills for career advancement or job changes — such as IT and programming, digital marketing, AI, English, and even skills for side jobs. However, some people drop out along the way and end up feeling down about their lack of effort.

Is the cause really a lack of effort or weak willpower? Hisakazu Ando, emeritus professor at Keio University who studies behavioral genetics, says that all individual differences are influenced by genetics, including how people approach effort and their ability to persist.

Ando is a leading researcher in twin studies, examining how genes and environment affect cognitive ability and personality.

When people hear genetics, they tend to think of similarities in appearance, height, or body type between parents and children. But in reality, genetics also significantly influences internal traits such as academic ability, IQ, personality, and even emotional tendencies.

“We tend to think learning depends on effort, saying you can do it if you try or you can improve if you set the right environment. However, research shows that genetic influence is far greater than we imagine. That said, not everything is determined by genetics, nor can we ignore environmental factors.

What’s important is that genetics is involved in all individual differences, and even the very capacity to make effort differs from person to person.”

Failure is not simply a lack of effort

To understand why people fail, it helps to know that there are different types of effort. According to Ando, there are three types.

The first is effort focused on a task for a limited period.

“This applies to studying for qualifications or entrance exams. It involves concentrating on a specific task that must be completed. In the brain, networks centered on the prefrontal cortex are activated, allowing us to organize information and maintain focus.

However, this type of effort is temporary and tied to a specific goal, so once the exam or task is over, it tends to fade.”

The second is effort as a personality trait — perseverance.

“Some people are naturally diligent and consistently do what needs to be done regardless of preference. This difference is related to neurotransmitters such as dopamine and serotonin, and it appears as a behavioral tendency. Since this is a personality trait, it is stable across situations rather than temporary.”

The third is effort based on genetic aptitude.

“When someone is deeply interested in something, others may see it as effort, but the person themselves does not feel they are trying. They are simply absorbed.

They naturally continue thinking about how to improve, what methods to use, and how to reach their ideal goals. Because strong genetic aptitude is at play, this type of effort is sustained over long periods in specific domains.”

For example, someone who lacks the second type of effort (conscientious personality) is unlikely to suddenly become highly diligent in adulthood. The first type of effort also varies depending on what the person is working on and how long they can sustain concentration.

“In this way, the level and form of effort differ between individuals, so failure should not automatically be attributed to a lack of effort. Genetic traits may also influence how easily or effectively a person can direct effort.”

Choosing based on fit rather than trends

What matters in avoiding failure in reskilling is not following trends, but identifying what you personally need.

In fact, a common reason people stumble in reskilling is that they jump into popular fields even though they don’t match their aptitude. If they also start learning without a clear goal—such as whether they want to switch jobs or use the skill for side work—they are more likely to lose direction along the way.

◇ Wandering thoughts as self-analysis

“The brain network known as the ‘Default Mode Network (DMN)’ is one of the brain’s neural networks. It becomes active when we are not focused on external stimuli, and it plays a role in looking inward and reflecting on the past. Rather than actively thinking, it refers to mental activity where thoughts about oneself naturally arise or ideas suddenly come to mind. The DMN becomes active during idle moments such as commuting, walking, or just before falling asleep.

At such times, try to notice your past experiences and your strengths and weaknesses that come to mind. By becoming aware of things such as what you were able to continue enjoying and what you were always bad at, and then comparing these with future social needs, you can identify the skills you truly need.”

Skills such as AI, programming, and digital marketing are indeed in demand in today’s business market. However, they are not necessarily suited to one’s personal aptitude or genetic traits. In addition, matching with schools, courses, and instructors is also a key factor in acquiring skills.

◇ Preventing dropout through instructor selection

“Which school or instructor you encounter is nothing more than chance. If that match is a good one, it becomes easier to continue learning without dropping out. Whether you can demonstrate your abilities also depends greatly on this compatibility. Even if you have high potential ability, if the learning environment or instructor does not suit you, that ability will not be fully drawn out.

You usually only know the compatibility after enrolling, but if you stop feeling progress and negative emotions increase, then changing direction early is also an option. This is because you have already made sufficient effort in your own way.”

◇ Focusing on what you are good at: comparative advantage

Each person has an uneven balance of strengths and weaknesses.

“Even if someone does not have high absolute ability, by making use of their strengths, their role within a group becomes optimized and overall efficiency increases. This is known as the economic theory of comparative advantage. What matters is not whether you are superior to others, but whether you concentrate your effort in the areas where you are relatively strong.”

Following trends can lead to wasted time and money. Accurately understanding one’s own traits and interests is the key point for successful reskilling.

▼ Hisakazu Ando — Behavioral geneticist. Emeritus professor at Keio University. Representative director of the Japan Society of Child Science. President of Kodomo University Yokohama. Specializes in behavioral genetics, educational psychology, and evolutionary education. Through twin studies, he has researched how genetics and environment affect cognitive ability, personality, and academic achievement. Recipient of the 2007 Takemi Incentive Award in Survival Science and the 2015 James Shields Award. Author of many books, including “Can Education Beat Genetics?” (Asahi Shinsho).

■ Purchase Professor Ando’s book “Educational Brain: Talking about Genetic Talent and the Learning You Need” here.