Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom
Publication in refereed journal


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Scopus ( 23/11/2020)
替代計量分析
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其它資訊
摘要In the fields of education, sociology, and economics, there is a longstanding connection between socioeconomic status (SES) and school outcomes in a wide variety of cultural settings, but these studies have yet to examine the possible mediating effects of domain-general cognitive factors such as executive functions (EFs). Addressing this gap and building on evidence for links between EFs and numeracy, the current cross-cultural study used a large sample (N = 835) of 9- to 16-year-old children from Hong Kong and the United Kingdom to examine the independence and interplay of SES and EFs as predictors of numeracy skills. Our analyses yielded three key findings, namely that (a) EFs consistently predicted numeracy skills across sites and genders, (b) associations between SES and EFs differed by site and gender, and (c) associations between numeracy skills and SES/EFs differed by site and gender. Together with previous findings, our results suggest culture-specific associations among SES, EFs, and numeracy, indicating that cultural insights may enable impactful shifts in public policy to narrow the achievement gap between children from affluent and disadvantaged families.
著者Ellefson M. R., Zachariou A., Ng F. F., Wang Q., Hughes C.
期刊名稱Journal of Experimental Child Psychology
出版年份2020
月份6
卷號194
出版社Elsevier
文章號碼104734
國際標準期刊號0022-0965
電子國際標準期刊號1096-0457
語言美式英語

上次更新時間 2020-23-11 於 23:56