The Association between Socioeconomic Status and Cognitive Development in Children Is Partly Mediated by a Chaotic Home Atmosphere

Autor/inn/en	Seidler, Anna Lene; Ritchie, Stuart J.
Titel	The Association between Socioeconomic Status and Cognitive Development in Children Is Partly Mediated by a Chaotic Home Atmosphere
Quelle	In: Journal of Cognition and Development, 19 (2018) 5, S.486-508 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1515077
Schlagwörter	Foreign Countries; Socioeconomic Status; Cognitive Development; Young Children; Family Environment; Conflict; Cognitive Ability; Predictor Variables; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Kognitive Entwicklung; Frühe Kindheit; Familienmilieu; Konflikt; Denkfähigkeit; Prädiktor; Großbritannien
Abstract	There are socioeconomic-status (SES) differences in cognitive development. Various factors have been proposed that might explain this association, and one of these factors is the home environment. The present study examined a chaotic home atmosphere as a potential mediator of the association between parental SES and cognitive development. A nationally representative sample of children in the United Kingdom was studied when children were 3 years (n = 15,590), 5 years (n = 13,802), and 7 years old (n = 12,661). At each wave, the children completed multiple cognitive tests, and parents provided information on their SES (income, education, and occupation) and the home atmosphere. Mediation effects were tested with longitudinal structural equation modeling. Direct relations between parental SES and cognitive ability were partly mediated by the home atmosphere. The proportion of mediation was 16% for the change in cognitive ability predicted by parental SES. This study suggests that a chaotic home atmosphere might partly explain the association between parental SES and cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01