Literaturnachweis - Detailanzeige
| Autor/inn/en | Deer, LillyBelle K.; Hastings, Paul D.; Hostinar, Camelia E. |
|---|---|
| Titel | The Role of Childhood Executive Function in Explaining Income Disparities in Long-Term Academic Achievement |
| Quelle | In: Child Development, 91 (2020) 5, (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Deer, LillyBelle K.) ORCID (Hastings, Paul D.) ORCID (Hostinar, Camelia E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13383 |
| Schlagwörter | Family Income; Academic Achievement; Predictor Variables; Young Children; Adolescents; Gender Differences; Verbal Ability; Intelligence; Personality Traits; Executive Function; Foreign Countries; United Kingdom (England) |
| Abstract | This study utilized data from the Avon Longitudinal Study of Parents and Children (N = 14,860) to examine whether early-life family income (age 0-5) predicted long-term academic achievement (age 16-18) and to investigate the role of executive function (EF) assessed multiple times across age 7-11 in explaining this association. Task-based EF was a significant mediator between early-life family income and later academic achievement in every model. This mediating pathway persisted when adjusting for a comprehensive panel of covariates including verbal IQ, sex, family income at ages 8 and 18, and early-life temperament. Additionally, teacher-rated and parent-rated EF mediated in some models. Overall, these findings suggest that childhood EF may play an important role in perpetuating income-based educational disparities. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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