Accounting for the SES-Math Achievement Gap at School Entry: Unique Mediation Paths via Executive Functioning and Behavioral Self-Regulation

Accounting for the SES-Math Achievement Gap at School Entry: Unique Mediation Paths via Executive Functioning and Behavioral Self-Regulation

Childhood socioeconomic status (SES) is strongly predictive of math achievement in early childhood and beyond. In this study, we aimed to further our understanding of the mechanisms underpinning the SES-achievement gap by examining whether two aspects of self-regulation—executive functions (EF) and...

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Bibliographic Details
Main Authors: Ee Lynn Ng, Rebecca Bull, Kiat Hui Khng
Format: Article
Language:English
Published: Frontiers Media S.A. 2021-09-01
Series:Frontiers in Education
Subjects:
learning-related behaviors
mathematics achievement
executive function skills
self-regulation
early childhood
socioeconomic disadvantage
Online Access:https://www.frontiersin.org/articles/10.3389/feduc.2021.703112/full

Internet

https://www.frontiersin.org/articles/10.3389/feduc.2021.703112/full

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