Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study

被引：0
作者：
De Waal E. [1 ,2 ]
Kruger A. [1 ,3 ]
Pienaar A.E. [1 ]
机构：
[1] Physical Activity, Sport and Recreation (PhASRec), Focus Area, Faculty of Health Sciences, North-West University, Potchefstroom Campus, Private Bag X 6001, Potchefstroom
[2] Department of Exercise and Sport Sciences, School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein
[3] Centre for Health and Human Performance (CHHP), Faculty of Health Sciences, North-West University, Potchefstroom Campus, Private Bag X 6001, Potchefstroom
来源：
Trends in Psychology | 2023年 / 31卷 / 2期
基金：
新加坡国家研究基金会; 英国医学研究理事会;
关键词：
Academic achievement; Child; Cognitive development; Executive function; Socio-economic status; Working memory;
D O I：
10.1007/s43076-022-00252-w
中图分类号：
学科分类号：
摘要：
Executive function is a complex set of mental processes playing a key role in children’s academic performance. However, environmental influences on the contribution of executive function to academic achievement in older children are still unclear. This study investigated the relationship between executive function and academic achievement and the role of socio-economic status (SES) in this relationship, in grade 7 learners. A cross-sectional analysis (as part of a longitudinal study, NW-CHILD study, 2010–2016) was conducted and included 272 12-year-old (± 0.42) randomly selected South-African children (80 boys, 79 girls from low SES; 68 boys, 45 girls from high SES). SES was determined using the South African school quintile status system. Executive function was measured by the Tower of London (TOLDX), Second Edition, and academic achievement using the North-West Provincial Assessment (NWPA) and mid-year school assessment results. Spearman rank-order correlation coefficients (r) indicated minor to intermediate correlations between quantitative performance aspects of executive function and mathematics (r = 0.12–0.20), languages (r = 0.12–0.14), and overall academic achievement (r = 0.13–0.17). Hierarchical linear modelling revealed significantly (p < 0.05) poorer academic achievement (d = 0.31–1.31) and executive function (d = 0.23–0.47) among participants from low SES schools. Gender differences in the relation between executive function, SES, and academic achievement were evident. Inhibitory control became more relevant for achievement in mathematics, especially in boys. In conclusion, executive function plays an essential role in academic achievement of 12-year-old children. The effect of SES, however, does exceed executive function as a key role player. Children from low SES backgrounds are especially vulnerable. © 2023, Associação Brasileira de Psicologia.
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页码：318 / 341
页数：23
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