Rosemarie E. Perry|Stephen H. Braren|Clancy Blair
Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function
New York University|New York University|New York University
association socioeconomic status academic readiness school achievement well established however specific contributions cognitive social aspects selfregulation potential reciprocal relations prediction school readiness early school achievement previously examined study examined mediational processes involving childrens executive function ef skills 58 months grade 1 g1 social competence kindergarten k g1 potential pathways earlylife povertyrelated risks influence grade 2 g2 math reading achievement data came family life project prospective longitudinal study 1292 children families followed birth primarily lowincome nonurban counties pennsylvania pa north carolina nc autoregressive crosslagged mediation analyses indicated ef 58 months ef g1 mediated negative associations cumulative risk exposure academic skills pathway mediating 36 total effect furthermore social competence k ef g1 mediated negative associations earlylife cumulative socioeconomic risk academic skills mediating 16 total effect findings provide evidence povertyrelated risks influence school readiness academic achievement via ef additionally results provide preliminary support premise social competence ef pathway cumulative povertyrelated risk predicts early academic competence findings consistent studies demonstrating developmental associations ef social competence furthermore findings consistent prekindergarten programs children poverty emphasize cognitive social aspects selfregulation