Executive Function and Family Engagement Mediate Socioeconomic Status and Math in Early Childhood: A Strength-Based Analysis

• In Event: Socioeconomic Status and Its Impact on Children

Abstract

Early math performance is important for later success in math and academic performance. Differences in math knowledge based on socioeconomic status are present at school entry. Family engagement activities and children’s executive functioning are important constructs that may help minimize these disparities. The current study utilizes mediation analyses to investigate a hypothesized attenuating role of family engagement and executive functions on the socioeconomic disparities in early mathematic development for a sample of 1,075 three- to four-year-old children in a southwestern state. Our results showed that both family engagement and executive mediated the relation between SES and math achievement. Findings support the importance of family engagement and intervention activities in early childhood to strengthen math skills all children.

Authors

• Changting Dai, The University of Arizona

• Adriana Diane Cimetta, The University of Arizona

• Ronald W. Marx, The University of Arizona

• Christina Cutshaw, The University of Arizona