TY - JOUR
T1 - Development in reading and math in children from different SES backgrounds
T2 - the moderating role of child temperament
AU - Wang, Zhe
AU - Soden, Brooke
AU - Deater-Deckard, Kirby
AU - Lukowski, Sarah L.
AU - Schenker, Victoria J.
AU - Willcutt, Erik G.
AU - Thompson, Lee A.
AU - Petrill, Stephen A.
N1 - Funding Information:
This research was supported by the National Institute of Child Health and Human Development (NICHD) Grants HD038075, HD059215, and HD075460. We wish to thank the participants, research staff, and funding agencies. This research also included data that were collected as part of the NICHD Study of Early Child Care and Youth Development (SECCYD), a study that was conducted by the NICHD Early Child Care Research Network supported by NICHD through a cooperative agreement that calls for scientific collaboration between the grantees and the NICHD staff. We also wish to thank the PI's and families of the NICHD SECCYD. S.L. Lukowski was supported by NSF grant DGE-1343012 during the preparation of this paper. The content of this publication is solely the responsibility of the authors, and does not necessarily represent the official views of the NICHD.
Publisher Copyright:
© 2015 John Wiley & Sons Ltd
PY - 2017/5
Y1 - 2017/5
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84952690282&partnerID=8YFLogxK
U2 - 10.1111/desc.12380
DO - 10.1111/desc.12380
M3 - Article
C2 - 26689998
AN - SCOPUS:84952690282
SN - 1363-755X
VL - 20
JO - Developmental Science
JF - Developmental Science
IS - 3
M1 - e12380
ER -