Executive function mediates socio-economic and racial differences in early academic achievement

Nesbitt, Kimberly Turner; Baker‐Ward, Lynne; Willoughby, Michael T.

doi:10.1016/j.ecresq.2013.07.005

Cited by 166 publications

(94 citation statements)

References 74 publications

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“…SSDP oversampled high-crime neighborhoods and, given established links between executive function development and social environments, further investigation is needed. In particular, numerous studies have identified strong and consistent links between lower SES and neurocognitive deficits (Nesbitt et al 2013; Hackman and Farah 2009; Sarsour et al 2010; Hackman et al 2010; Noble et al 2005). The stresses of poverty are thought to exhibit structural effects on brain development that diminish executive functions and condition stress reactivity responses that inhibit the application of self-regulation (Blair 2010).…”

Section: Discussionmentioning

confidence: 99%

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

Cambron

Kosterman

Catalano

et al. 2017

J Dev Life Course Criminology

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Section: Discussionmentioning

confidence: 99%

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

Cambron

Kosterman

Catalano

et al. 2017

J Dev Life Course Criminology

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“…Indeed, an increasing number of studies have provided evidence that both executive functions (EFs) (Blair and Razza, 2007; Nesbitt et al, 2013; Crook and Evans, 2014) and social competence (Murray and Malmgren, 2005; Bierman et al, 2008; Elias and Haynes, 2008) serve as pathways by which poverty-related risks can influence school readiness and academic achievement. EFs are higher order self-regulatory mechanisms that support planning and goal-directed behaviors that are important for daily life.…”

Section: Introductionmentioning

confidence: 99%

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

2018

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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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“…Thus, a longitudinal project examined the influence of socioeconomic status and race on academic achievement in American kindergartens and first grade [Nesbitt, Baker-Ward, Willoughby 2013]. The researchers once again proved Pierre Bourdieu's theory, demonstrating that both low income and ethnic minority status had negative effects on reading and math achievement.…”

Section: International Research On Academic Achievements Of School Apmentioning

confidence: 88%

School Readiness of First-Graders and Its Factors: Identifying Region-Specific Characteristics

Иванова¹,

Kuznetsova²,

Semenov

et al. 2016

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Abstract. The regions of Russia enjoy substantial autonomy in shaping their own education systems. However, there is very little objective empirical data on specific features of the development, for instance, of preschool and elementary school children in the regions. This situation renders it difficult to make informed decisions on any corrections required to meet region-specific needs. We analyzed the basic mathematical and reading skills of preschoolers in two regional capitalsKrasnoyarsk and Kazan. We applied the IPIPS study, which allows for assessing the skills of children starting school, to a sample of about 2,750 first-graders in the two cities. As we found out, the level of basic mathematical and reading skills correlated most strongly with such factors as sociocultural capital, early childhood education experience, and language spoken at home. Meanwhile, location in a specific region had virtually no impact on the skills analyzed. Keywords: elementary education, school readiness, mathematical competencies, reading skills, regional differences, sociocultural capital, early childhood education experience. 10.17323/1814-9545-2016-4-84-105 There are a number of reasons for addressing the problem of assessing the skills of children starting school. First, the accelerating pace of social life brings substantial changes to the psychophysiological and personality development of children. It is impossible to make well-con- DOI:

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Executive function mediates socio-economic and racial differences in early academic achievement

Cited by 166 publications

References 74 publications

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

School Readiness of First-Graders and Its Factors: Identifying Region-Specific Characteristics

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