Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/18168
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dc.contributor.authorPearce, A.-
dc.contributor.authorMittinty, M-
dc.contributor.authorMittinty, M.N.-
dc.contributor.authorLynch, J.W.-
dc.contributor.authorLynch, J-
dc.contributor.authorSawyer, A-
dc.contributor.authorSawyer, A.C.P.-
dc.contributor.authorLaw, C.-
dc.contributor.authorChittleborough, C-
dc.date.accessioned2019-04-13T03:41:43Zen
dc.date.accessioned2017-01-27T00:22:18Zen
dc.date.available2017-01-27T00:22:18Zen
dc.date.issued2016-09-
dc.identifier.urihttps://hdl.handle.net/10620/18168en
dc.identifier.urihttp://hdl.handle.net/10620/4333en
dc.description.abstractSocio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and “non-cognitive” attributes (such as self-regulation) are the focus of many early years’ interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: ‘low’ maths and literacy scores (based on bottom quintile) at age 7e9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the ‘direct effect’ of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the ‘indirect effects’ of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was ‘direct’ and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17e1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06-1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01-1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty reduction) remain important for closing the academic achievement gap. Early interventions to improve cognitive ability (rather than self-regulation) also hold potential for reducing inequalities in children's academic outcomes.en
dc.subjectEducation and Training -- Literacy and numeracyen
dc.subjectChildrenen
dc.subjectChild Developmenten
dc.titleDo early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohortsen
dc.typeJournal Articlesen
dc.identifier.doi10.1016/j.socscimed.2016.07.016en
dc.identifier.urlhttps://www.sciencedirect.com/science/article/pii/S0277953616303707en
dc.identifier.surveyLSACen
dc.description.keywordsChildrenen
dc.description.keywordsNumeracy and Literacryen
dc.description.keywordsChild developmenten
dc.identifier.journalSocial Science & Medicineen
dc.identifier.volume165en
dc.description.pages108-118en
local.identifier.id4909en
dc.title.bookSocial Science & Medicineen
dc.subject.dssChildhood and child developmenten
dc.subject.dssLearning, education and trainingen
dc.subject.dssmaincategoryEducation and Trainingen
dc.subject.dssmaincategoryChild Developmenten
dc.subject.dssmaincategoryChildrenen
dc.subject.dsssubcategoryLiteracy and numeracyen
dc.subject.flosseLearning, education and trainingen
dc.subject.flosseChildhood and child developmenten
dc.relation.surveyLSACen
dc.old.surveyvalueLSACen
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextnone-
item.openairetypeJournal Articles-
item.fulltextNo Fulltext-
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