Socioeconomic Status, Home Mathematics Environment and Math Achievement in Kindergarten: A Mediation Analysis

Autor/inn/en	Muñez, David; Bull, Rebecca; Lee, Kerry
Titel	Socioeconomic Status, Home Mathematics Environment and Math Achievement in Kindergarten: A Mediation Analysis
Quelle	In: Developmental Science, 24 (2021) 6, (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muñez, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13135
Schlagwörter	Socioeconomic Status; Family Environment; Mathematics Education; Mathematics Achievement; Kindergarten; Preschool Children; Mathematics Activities + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Familienmilieu; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Growing evidence suggests that parents' practices contribute to their children's cognitive development and that such practices may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), children's math achievement, and two facets of SES (mother's educational attainment and household income--subsidy status) during the first year in kindergarten (n = 500 children; M[subscript age at T1] = 57.3 months, SD = 3.8). Results revealed that these facets of SES operated through different mechanisms in kindergarten--the association between mothers' education and math growth at the end of K1 is fully mediated by HME and children's baseline math knowledge. Furthermore, only home math activities that explicitly supported the understanding of addition and subtraction contributed to children's math growth independently of SES background. The pattern of longitudinal associations suggests that the provision of home math activities may reflect children's mathematical abilities rather than SES disparities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01