Childhood cognitive ability and adult academic attainment: evidence from three British cohort studies

doi:10.14301/llcs.v1i3.93

Cited by 15 publications

(11 citation statements)

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“…The strongest evidence relates to the predictive power of early verbal and visual motor skills and early behaviour regulation, which are significant predictors of educational and occupational attainment at age 42, as well as income. The study confirms previous evidence regarding the role of early cognitive competences as predictors of adult outcomes (Claessens et al, 2009;Ritchie & Bates, 2013;Fitzpatrick et al, 2015;Schoon, 2010). In addition, it confirms the importance of behaviour-regulatory competences (Moffitt et al, 2011;Washbrook et al, 2013;Hammer et al, 2018;Duckworth et al, 2019) over and above cognitive competences and socio-economic risk exposure.…”

Section: Discussionsupporting

confidence: 87%

“…Previous research on the role of childhood competences as predictors of later outcomes has mostly focused on specific indicators, such as general IQ (Schoon, 2010;Cukic et al, 2017) or self-control (Moffitt et al, 2011;Duckworth et al, 2019). Alternatively, broader concepts such as non-cognitive or soft skills, indicated by composite measures, have been used (Heckman et al, 2006;Heckman & Kautz, 2012;Liu, 2019).…”

Section: Early Childhood Competencesmentioning

confidence: 99%

“…In particular, there is strong evidence linking early cognitive ability to later academic achievement (e.g. Claessens et al, 2009), adulthood income, employment and SES (Schoon, 2010;Ritchie & Bates, 2013). This includes general cognitive ability as well as verbal competences (Schoon et al, 2010;Parsons et al, 2011) and non-verbal skills (Fitzpatrick et al, 2015).…”

Section: Childhood Competences As Predictors Of Later Outcomesmentioning

confidence: 99%

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Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

Schoon¹,

Nasim²,

Cook

2021

British Educational Res J

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This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) the association between social background and early socio-emotional and cognitive competences at age 5 and (2) the relative and independent contributions of early socio-emotional and cognitive competences to educational and socio-economic attainment in adulthood. A multidimensional (multiple exposure, multiple outcome) approach is adopted in conceptualising social background, childhood competences and adult outcomes by age 42. Indicators of social background include parental education, social class, employment status, family income, as well as home ownership, enabling us to test which aspects of socio-economic risk uniquely influence the development of early competences. Indicators of childhood competences include directly assessed cognitive competences (i.e. verbal and visual motor skills), while measures of socio-emotional competences include hyperactivity, good conduct, emotional health and social skills, reported by the child's mother at age 5. Adult outcomes include highest qualifications, social class and household income by age 42. The findings suggest that multiple indicators of social background are associated with both socio-emotional and cognitive competences, although the associations with socio-emotional competences are less strong than those with cognitive competences. We find significant long-term predictive effects of early cognitive skills on adult outcomes, but also independent effects of socioemotional competences, in particular self-regulation, over and above the role of family background. The study supports calls for early interventions aiming to reduce family socio-economic risk exposure and supporting the development of cognitive skills and self-regulation (i.e. reducing hyperactivity and conduct problems).

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Section: Discussionsupporting

confidence: 87%

Section: Early Childhood Competencesmentioning

confidence: 99%

Section: Childhood Competences As Predictors Of Later Outcomesmentioning

confidence: 99%

See 1 more Smart Citation

Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

Schoon¹,

Nasim²,

Cook

2021

British Educational Res J

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“…Academic and cognitive performance share many of the same risk factors (e.g., cerebrovascular injury, chronic anemia, socioeconomic status); however, they are unique constructs. In the general population, environmental factors account for a greater amount of variance in academic performance than cognitive ability ( 15 , 16 ). This is particularly relevant for students with SCD, as they are more likely to be raised in single-parent families, live in low-income resource-poor neighborhoods, and attend financially disadvantaged school systems ( 17 ).…”

Section: Introductionmentioning

confidence: 99%

Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis

et al. 2021

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Background: Students with sickle cell disease are at risk for poor academic performance due to the combined and/or interactive effects of environmental, psychosocial, and disease-specific factors. Poor academic performance has significant social and health consequences.Objective: To study academic achievement and attainment in children with sickle cell disease in the United States.Design: Medline, Embase, SCOPUS, CINAHL, ERIC, and PsycINFO were searched for peer-reviewed articles. Studies of children (ages 5–18) diagnosed with sickle cell disease of any genotype reporting academic achievement (standardized tests of reading, math, and spelling) or attainment (grade retention or special education) outcomes were included. Outcomes were analyzed using a random effects model. Achievement scores were compared to within study controls or normative expectations. Prevalence of grade retention and special education services were compared to national (United States) estimates for Black students. Age at assessment and overall IQ were evaluated separately for association with reading and mathematics scores. Subgroup analyses of reading and math scores were analyzed by cerebral infarct status (no cerebrovascular accident, silent infarct, stroke).Results: There were 44 eligible studies. Students with sickle cell disease scored 0.70, 0.87, and 0.80 (p < 0.001) SD below normative expectations on measures of reading, mathematics, and spelling, respectively. Compared to unaffected sibling and/or healthy controls (k = 8, n = 508), reading and math scores were 0.40 (p = 0.017) and 0.36 (p = 0.033) SD below expectations. Grade retention was approximately 10 times higher in students with sickle cell disease than Black students nationally. Intellectual functioning explained 97.3 and 85.8% of the variance in reading and mathematics performance, respectively (p < 0.001). Subgroup analyses revealed significant differences in reading (p = 0.034) and mathematics (p < 0.001) based on infarct status, with lower performance associated with presence of a silent infarct or stroke.Conclusion: Students with sickle cell disease demonstrate notable academic difficulties and are at high risk for grade retainment. Development of academic interventions and increased access to school support services are needed for this vulnerable population.Systematic Review Registration:https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020179062.

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“…This predictive capacity is the main reason why intelligence is relevant to sociological analysis (Deary 2012). Intelligence predicts educational attainment at all ages (Connelly and Gayle 2019;Deary et al 2007;Feinstein 2003;Marks 2014Marks , 2021Nash 2001;Ritchie 2015;Schoon 2010;Strenze 2007), even in the relatively few studies that have found some weakening of its statistical effects over time (Machin and Vignoles 2004;Galindo-Rueda and Vignoles 2005). Intelligence predicts social mobility (Breen and Goldthorpe 2001;Deary et al 2005;Johnson, Brett, and Deary 2010a;Nettle 2003;Strenze 2007), partly but not wholly because it mediates between class of origin and class of destination (Betthäuser, Bourne, and Bukodi 2020;Bourne et al 2018;Deary et al 2005;Johnson et al 2010a;Marks 2020).…”

Section: Introductionmentioning

confidence: 99%

Filial Intelligence and Family Social Class, 1947 to 2012

Paterson¹

2021

SocScience

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Intelligence, or cognitive ability, is a key variable in reproducing social inequality. On the one hand, it is associated with the social class in which a child grows up. On the other, it is a predictor of educational attainment, labor-market experiences, social mobility, health and well-being, and length of life. Therefore measured intelligence is important to our understanding of how inequality operates and is reproduced. The present analysis uses social surveys of children aged 10 to 11 years in Britain between 1947 and 2012 to assess whether the social-class distribution of intelligence has changed. The main conclusions are that, although children's intelligence relative to their peers remains associated with social class, the association may have weakened recently, mainly because the average intelligence in the highest-status classes may have moved closer to the mean.

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Childhood cognitive ability and adult academic attainment: evidence from three British cohort studies

Cited by 15 publications

References 65 publications

Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis

Filial Intelligence and Family Social Class, 1947 to 2012

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