ArticleFrontiers in psychology2018
Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers.
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Who cites it
22 citing papers in PubMed.
- Effects of foster care intervention and caregiving quality on the bidirectional development of executive functions and social skills following institutional rearing.Developmental science · 2023Trial
- The relationship between executive functions and mathematics: a systematic review with meta-analysis of longitudinal studies.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2026Review
- A Preschool Rhythm and Movement Intervention: RCT Evidence for Improved Social and Behavioral Development.Behavioral sciences (Basel, Switzerland) · 2026Article
- A 7-year longitudinal model of math and receptive vocabulary in primary school.Frontiers in psychology · 2026Article
- The role of social-emotional competencies in interpersonal relationships: a structural equation modeling approach.Frontiers in psychology · 2024Article
- How do fathers' educational level contribute to children's school problems? Overparenting and children's gender and surgency in a moderated mediation model.Frontiers in psychology · 2024Article
- Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth.Autism : the international journal of research and practice · 2023Article
- Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents.Journal of autism and developmental disorders · 2023Article
- Study protocol: How does cognitive flexibility relate to other executive functions and learning in healthy young adults?PloS one · 2023Article
- Socioeconomic status, internalizing and externalizing behaviors, and executive function in adolescence: A longitudinal study with multiple informants.Psychiatry research · 2022Article
- A Hierarchical Integrated Model of Self-Regulation.Frontiers in psychology · 2022Review
- Prenatal mother-father cortisol linkage predicts infant executive functions at 24 months.Developmental psychobiology · 2021Article
- Dyadic synchrony and repair processes are related to preschool children's risk exposure and self-control.Development and psychopathology · 2021Article
- COVID-19 school closures and educational achievement gaps in Canada: Lessons from Ontario summer learning research.Canadian review of sociology = Revue canadienne de sociologie · 2021Article
- Income disparity in school readiness and the mediating role of perinatal maternal mental health: a longitudinal birth cohort study.Epidemiology and psychiatric sciences · 2021Article
- Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes.Frontiers in psychology · 2021Article
- Joint attention partially mediates the longitudinal relation between attuned caregiving and executive functions for low-income children.Developmental psychology · 2020Article
- Catechol-Frontiers in genetics · 2020Article
- Corticosterone administration targeting a hypo-reactive HPA axis rescues a socially-avoidant phenotype in scarcity-adversity reared rats.Developmental cognitive neuroscience · 2019Article
- Enhancing Executive Functions Through Social Interactions: Causal Evidence Using a Cross-Species Model.Frontiers in psychology · 2019Article
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Authors and funding
4 authors.
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Abstract
The association of socioeconomic status with academic readiness and school achievement is well established. However, the specific contributions of cognitive and social aspects of self-regulation, and potential reciprocal relations between them in the prediction of school readiness and early school achievement have not previously been examined. This study examined mediational processes involving children's executive function (EF) skills at 58 months and Grade 1 (G1) and social competence in Kindergarten (K) and G1, as potential pathways by which early-life poverty-related risks influence Grade 2 (G2) math and reading achievement. Data came from the Family Life Project, which is a prospective longitudinal study of 1,292 children and families followed from birth in primarily low-income, non-urban counties in Pennsylvania (PA) and North Carolina (NC). Autoregressive cross-lagged mediation analyses indicated that EF at 58 months through EF at G1 mediated negative associations between cumulative risk exposure and academic skills, with this pathway mediating 36% of the total effect. Furthermore, social competence at K through EF at G1 mediated negative associations between early-life cumulative socioeconomic risk and academic skills, mediating 16% of the total effect. These findings provide evidence that poverty-related risks can influence school readiness and academic achievement via EF. Additionally, these results provide preliminary support for the premise that social competence through EF is a pathway by which cumulative poverty-related risk predicts early academic competence. Our findings are consistent with studies demonstrating developmental associations between EF and social competence. Furthermore, our findings are consistent with prekindergarten programs for children in poverty that emphasize both cognitive and social aspects of self-regulation.
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