ArticleJournal of Intelligence2025
Early Childhood Education and Care Enhances Cognitive Performance in Later Adolescence Through Non-Cognitive Skills Development and Reduced Truancy.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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1 citing paper in PubMed.
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Authors and funding
3 authors.
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Abstract
Prior studies have examined associations between early childhood education and care (ECEC) and cognitive performance in later adolescence. However, little is known about the role of non-cognitive skills development and truancy in this link. To address this gap, the current study investigates how non-cognitive skills and truancy mediate the link between ECEC and cognitive performance among 15-year-old students (N = 550,818), leveraging the Programme for International Student Assessment (PISA) 2022 dataset. Findings indicate that ECEC directly and positively influences non-cognitive skills development and cognitive performance. Non-cognitive skills development is negatively associated with truancy and positively influences cognitive performance. An inverse relationship was found between truancy and cognitive performance. Analyzing this relationship based on gender, it was observed that female students benefited more from ECEC compared to their male counterparts. These results imply that the provision of ECEC may reap substantial social equity benefits.
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