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	Badanie asocjacyjne na poziomie epigenomu w badaniach edukacyjnych	Analiza mediacyjna
Dziedzina	Bioinformatyka	Statystyka
Rodzina	Process / pipeline	Hypothesis test
Rok powstania	EWAS framework ~2011; educational applications ~2017–present	1986
Twórca	Rakyan, Down, Balding, and Beck (framework); applied to educational outcomes by Marioni, McCartney, and collaborators	Baron & Kenny
Typ	Observational epigenomic association design	Indirect effects / path test
Źródło pierwotne	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.
Inne nazwy	EWAS of educational attainment, educational EWAS, epigenetic association study, EWAS	indirect effects analysis, path-based mediation, PROCESS macro mediation, Aracılık Analizi (Mediation / PROCESS)
Pokrewne	3	5
Podsumowanie	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.