Early Childhood Adversity and Science Learning: Exploring the Mediating Role of Executive Functioning

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 2
  In Roundtable Session: Everyday Resilience: Research on Families, Youth, and Adaptation

Abstract

Scientific learning is essential for individual and societal advancement, yet barriers to equitable access to scientific learning due to socioeconomic status persist. However, such a relationship may be more complex, particularly if SES is considered within a broader context in which children experience concomitant adversities. Furthermore, it remains unclear what mechanisms mediate the effect of early adversity on scientific learning. Therefore, drawing on data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K:2011), the current study examined the mediating role of executive functioning (EF) on early adversity and fifth-grade science learning. Results indicated that early adversity negatively impacted both EF and science learning, and that EF partially mediated this relationship. Implications for educational practice and future research are discussed.

Authors

• Paola del Campo, Pennsylvania State University

• Carlomagno Panlilio, Pennsylvania State University