Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

Autor/inn/en	Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe
Titel	Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement
Quelle	In: Journal of Cognition and Development, 18 (2017) 1, S.16-40 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2016.1228652
Schlagwörter	Socioeconomic Status; Cognitive Ability; Mathematics Achievement; Science Achievement; STEM Education; Structural Equation Models; Mothers; Parent Background; Educational Attainment; Executive Function; Language Acquisition; Thinking Skills; Computation; Logical Thinking; Early Experience; Problem Solving; Longitudinal Studies; Family Environment; Observation; Attention Span; Measures (Individuals); Performance Tests; Achievement Tests; Correlation; Home Observation for Measurement of Environment; Continuous Performance Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Denkfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; STEM; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Sprachaneignung; Spracherwerb; Frühbeginn; Problemlösen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Familienmilieu; Beobachtung; Messdaten; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistung; Testdurchführung; Testen; Korrelation
Abstract	The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in previous research linking SES and STEM achievement in high school. Results indicate that maternal education predicts the child's early environment, which itself predicts the development of executive function (EF) and language, and thereby, STEM achievement. Moreover, children's language ability and EF development influenced higher-order cognitive skills, such as relational reasoning, planning, and basic calculation skills. However, only relational reasoning strongly predicted high school math and science achievement, suggesting that relational reasoning, but not planning and calculation skills, was central to STEM thinking and learning. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01