Scholarlink

<p>Executive function is an important mediator between objective SES and children’s academic achievement. However, less is known about the effect of children’s subjective SES on executive function. Therefore, the aim of this study was to examine the objective SES–executive function–academic achievement pathway and to explore the interactive effect of subjective and objective SES on executive function in different gender groups. A cross-sectional survey of 883 children aged 9 to 14 years (42% girls) utilized parent-reported SES (income, education, and occupation), children self-rated subjective SES, computer-based executive function tasks, and school-recorded exam scores. The results showed that executive function partially mediated the positive association between objective SES and academic achievement. High subjective SES buffers the adverse effects of objective economic disadvantage on executive function among girls. Specifically, objective SES was positively associated with executive function among girls with low subjective SES but not among girls with high subjective SES. Children’s subjective perceptions play an important role in understanding the associations between family SES and developmental outcomes.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Family socioeconomic status, executive function and children’s academic achievement: gender differences

  • 期刊论文

  • 发表日期：

    2026年1月31日

查看全文
  • Hua Ming,
  • Feng Zhang,
  • Yi Ren,
  • Ying Jiang,
  • Silin Huang

摘要

Executive function is an important mediator between objective SES and children’s academic achievement. However, less is known about the effect of children’s subjective SES on executive function. Therefore, the aim of this study was to examine the objective SES–executive function–academic achievement pathway and to explore the interactive effect of subjective and objective SES on executive function in different gender groups. A cross-sectional survey of 883 children aged 9 to 14 years (42% girls) utilized parent-reported SES (income, education, and occupation), children self-rated subjective SES, computer-based executive function tasks, and school-recorded exam scores. The results showed that executive function partially mediated the positive association between objective SES and academic achievement. High subjective SES buffers the adverse effects of objective economic disadvantage on executive function among girls. Specifically, objective SES was positively associated with executive function among girls with low subjective SES but not among girls with high subjective SES. Children’s subjective perceptions play an important role in understanding the associations between family SES and developmental outcomes.