Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23413
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dc.contributor.authorNg, Ee Lynnen
dc.contributor.authorBull, Rebeccaen
dc.contributor.authorKhng, Kiat Huien
dc.date.accessioned2021-10-12T06:16:53Z-
dc.date.available2021-10-12T06:16:53Z-
dc.date.issued2021-
dc.identifier.citationNg, E. L., Bull, R., & Khng, K. H. (2021). Accounting for the SES-math achievement gap at school entry: Unique mediation paths via executive functioning and behavioral self-regulation. Frontiers in Education, 6, Article 703112. https://doi.org/10.3389/feduc.2021.703112en
dc.identifier.issn2504-284X (online)-
dc.identifier.urihttp://hdl.handle.net/10497/23413-
dc.description.abstractChildhood 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 behavioral self-regulation (BSR)—mediate between SES and math achievement. Using data from a longitudinal study in Singapore (n = 1,257, 49% males), we examined the predictive link from SES to math achievement at entry to formal education (age 7), and the role of EF (child-assessed) and BSR (child-assessed and teacher-rated) as mediators of the SES-math achievement relationship. After accounting for children’s non-verbal reasoning and prior math achievement, EF and BSR (both child-assessed) emerged as significant partial mediators between SES and math. A key contribution of our study is in demonstrating that both components of self-regulation play a small role in explaining SES disparities in math achievement. Our findings further suggest that a balanced focus on enhancing EF and BSR skills of children from low-SES families may help to attenuate the SES-math achievement gap. More generally, our research contributes new insights to the ongoing debate about the theoretical distinctions between EF and BSR.en
dc.language.isoenen
dc.relation.ispartofFrontiers in Educationen
dc.rightsCopyright © 2021 Ng, Bull and Khng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).-
dc.subjectLearning-related behaviorsen
dc.subjectMathematics achievementen
dc.subjectExecutive function skillsen
dc.subjectSelf-regulationen
dc.subjectEarly childhooden
dc.subjectSocioeconomic disadvantageen
dc.titleAccounting for the SES-math achievement gap at school entry: Unique mediation paths via executive functioning and behavioral self-regulationen
dc.typeArticleen
dc.description.versionPublished versionen
dc.description.projectOER 09/14 RB-
dc.identifier.doi10.3389/feduc.2021.703112-
dc.grant.fundingagencyMinistry of Education, Singaporeen
local.message.claim2022-10-26T11:03:52.993+0800|||rp00271|||submit_approve|||dc_contributor_author|||None*
local.message.claim2022-10-26T11:05:02.711+0800|||rp00273|||submit_approve|||dc_contributor_author|||None*
item.grantfulltextOpen-
item.cerifentitytypePublications-
item.fulltextWith file-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeArticle-
item.languageiso639-1en-
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