ERIC Number: EJ1138595
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Reference Count: N/A
Development in Reading and Math in Children from Different SES Backgrounds: The Moderating Role of Child Temperament
Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby; Lukowski, Sarah L.; Schenker, Victoria J.; Willcutt, Erik G.; Thompson, Lee A.; Petrill, Stephen A.
Developmental Science, v20 n3 May 2017
Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development.
Descriptors: Child Behavior, Longitudinal Studies, Reading Skills, Mathematics Skills, Socioeconomic Status, Risk
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: HD038075|HD059215|HD075460|DGE1343012