手法を比較

	教育研究におけるエピゲノムワイド関連解析	媒介分析
分野	バイオインフォマティクス	統計学
系統	Process / pipeline	Hypothesis test
提唱年	EWAS framework ~2011; educational applications ~2017–present	1986
提唱者	Rakyan, Down, Balding, and Beck (framework); applied to educational outcomes by Marioni, McCartney, and collaborators	Baron & Kenny
種類	Observational epigenomic association design	Indirect effects / path test
原典	Rakyan, V. K., Down, T. A., Balding, D. J., & Beck, S. (2011). Epigenome-wide association studies for common human diseases. Nature Reviews Genetics, 12(8), 529–541.	Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research. Journal of Personality and Social Psychology, 51(6), 1173–1182.
別名	EWAS of educational attainment, educational EWAS, epigenetic association study, EWAS	indirect effects analysis, path-based mediation, PROCESS macro mediation, Aracılık Analizi (Mediation / PROCESS)
関連	3	5
概要	An epigenome-wide association study (EWAS) applied to educational research scans DNA methylation levels at hundreds of thousands of CpG sites across the genome to identify loci whose methylation is statistically associated with educational attainment, cognitive ability, or related learning outcomes. By linking blood- or saliva-derived methylation profiles with school records or psychometric scores, EWAS offers a molecular window into how biological and environmental exposures may shape educationally relevant traits across the lifespan.	Mediation analysis is a statistical procedure that tests whether the effect of an independent variable X on an outcome Y operates wholly or partly through a third variable M, called the mediator. Formalised by Baron and Kenny in 1986, it decomposes the total effect of X on Y into a direct path (c′) and an indirect path (a × b), quantifying how much of the relationship is carried by the mediating mechanism.