ArticleChild psychiatry and human development2026
Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers' Learning and Behavioural Profiles.
Article in Child psychiatry and human development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Digital Home Learning Activities in Early Childhood: Associations with Socio-Emotional Difficulties.Behavioral sciences (Basel, Switzerland) · 2026Article
- Screen Time, Digital Content Quality, and Parental Mediation as Predictors of Linguistic and Pragmatic Development: Implications for Pediatric and Preventive Health.Children (Basel, Switzerland) · 2026Article
- Household income and academic performance in Korean adolescents: A longitudinal test of dual investment pathways.PloS one · 2026Article
- Structuring the AI-enabled home learning environment: a gatekeeper model of digital capital, trust, and relational support.Frontiers in psychology · 2026Article
- Socioeconomic status, linguistic skills and language background differentially relate to preschoolers' emotional and behavioural profile.Child and adolescent psychiatry and mental health · 2024Article
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Authors and funding
7 authors.
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Abstract
Environmental variables related to the home context, including home literacy and numeracy, screen exposure and Socioeconomic Status (SES) are potential risks or protective factors for children's academic achievements and behaviour. The present multi-informant study aims to contribute to this issue by investigating SES's direct and indirect relationships in early learning (i.e., literacy, numeracy, and cognitive) and behavioural skills within a large sample of young children. One parent and one teacher for each of 1660 preschoolers filled out a questionnaire investigating SES, tablet and TV use, home learning activities, behavioural problems/strengths (parents' questionnaire), and children's learning skills and behaviour (teachers' questionnaire). Results of path analysis showed that tablet time and home learning environment mediate the effect of SES on early learning as assessed by teachers; as for the home learning environment, it was also a mediator of the relationship between SES and behavioural problems. Implications of these results for research in the field and educational policies are discussed.
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