Daphne M. Vrantsidis|Caron A. C. Clark|Nicolas Chevalier|Kimberly Andrews Espy|Sandra A. Wiebe
Socioeconomic status and executive function in early childhood: Exploring proximal mechanisms
University of Alberta|University of Nebraska–Lincoln|University of Edinburgh|The University of Texas at San Antonio|University of Alberta|Women and Children’s Health Research Institute
abstract although substantial evidence socioeconomic status ses predicts childrens executive function ef mechanisms underlying association poorly understood study tested utility two theories proposed link ses childrens ef family stress model family investment model data came midwestern infant development study n 151 measure ses parental education income assessed pregnancy income also assessed children 6 36 months old childrens ef operationalized working memoryinhibitory control wmic selfcontrol assessed 36 months age along potential mediators including maternal psychological distress harsh parenting cognitive stimulation using structural equation modeling tested simultaneous pathways ses ef via maternal psychological distress harsh parenting family stress model b via cognitive stimulation family investment model ses measures lower education predicted poorer wmic directly indirectly via greater maternal psychological distress lower education also predicted poorer selfcontrol via greater maternal psychological distress effect partially suppressed indirect path lower education better selfcontrol via greater psychological distress increased harsh parenting cognitive stimulation act mediator income directly indirectly associated ef findings provide partial support family stress model suggest family functioning important proximal mechanism childrens ef development study also highlights importance considering ses multidimensional construct