The Relationship between Socioeconomic Status and Academic Achievement is Mediated and Moderated by Executive Functions.
Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either overlook the individual differences that are ind...
| Publicado en: | Journal of Youth & Adolescence Vol. 53; no. 7; pp. 1593 - 1605 |
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| Autores principales: | , , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jul2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=177538235&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 177538235 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Jul2024 vid: 53 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 177538235 10.1007/s10964-024-01941-8 ppf: 1593 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 756KB tig: atl: The Relationship between Socioeconomic Status and Academic Achievement is Mediated and Moderated by Executive Functions. aug: au: Hu, Qiong Zhou, Yanlin Xu, Canmei Xu, Cihua Hu, Fengji English, Alexander Scott Buschkuehl, Martin Jaeggi, Susanne M. Zhang, Qiong affil: https://ror.org/00a2xv884 Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China https://ror.org/05f950310 Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium https://ror.org/00a2xv884 School of Philosophy, Zhejiang University, Hangzhou, China https://ror.org/0418kp584 Lishui University, Lishui, China https://ror.org/05609xa16 College of Liberal Arts, Wenzhou-Kean University, Wenzhou, China https://ror.org/00we1gw23 MIND Research Institute, Irvine, CA, USA https://ror.org/04t5xt781 College of Science, Northeastern University, Boston, MA, USA su: Executive function Families Academic achievement Social classes Research funding Descriptive statistics Chi-squared test Data analysis software Confidence intervals sug: subj: Executive function Families Academic achievement Social classes Research funding Descriptive statistics Chi-squared test Data analysis software Confidence intervals keyword: Children Dual roles Executive functions Family socioeconomic status Longitudinal study Children Dual roles Executive functions Family socioeconomic status Longitudinal study ab: Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either overlook the individual differences that are independent of the environment or neglect the influence of the environment on shaping personal factors. To avoid a piecemeal approach to theory, the current study aimed to test the mediating and moderating roles of executive function in a single analytic model. Two hundred and thirty-six Chinese fifth graders (M = 10.70 years, SD = 0.49, range = 10.23–11.75 years, and 40.30% girls) were recruited. Their executive function performance was measured using eight different tasks, and their Chinese literacy skills and mathematics achievement were assessed by routine school evaluations. One year after the initial assessment, children's academic achievements were evaluated again. Results demonstrated that parental SES positively predicted children's academic achievement when controlling for prior academic achievement, and children's executive function mediated this relationship. Also, executive function moderated the association between SES and academic achievement in that, the negative predictive effect of low SES on academic achievement was only significant for children with lower levels of executive function, which is not shown in children with higher levels of executive function. By demonstrating the dual roles of executive function in the SES-achievement link, this work provides evidence for supporting the optimal development of children from diverse socioeconomic backgrounds and emphasizes the significance of developing individualized intervention strategies on executive function to mitigate the negative effect of low SES on children's academic achievement. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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