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ERIC Number: EJ1127302
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1524-8372
Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement
Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe
Journal of Cognition and Development, v18 n1 p16-40 2017
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Home Observation for Measurement of Environment; Continuous Performance Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A