scholarly journals Individual differences in executive function partially explain the socioeconomic gradient in middle-school academic achievement

2018 ◽  
Author(s):  
Dustin Albert ◽  
Jamie Lars Hanson ◽  
Ann Skinner ◽  
Ken Dodge ◽  
Laurence Steinberg ◽  
...  
Keyword(s):  
Executive Function ◽  
Low Socioeconomic Status ◽  
Classroom Practice ◽  
Structural Equation ◽  
Math Achievement ◽  
Verbal Ability ◽  
Equation Modeling ◽  
Socioeconomic Gradient ◽  
Reading And Math ◽  
Math Proficiency

Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of performance on school-administered tests of 7th grade reading and math proficiency (*N*=203). We used structural equation modeling to evaluate whether associations between SES (measured at ages 8-9) and achievement (measured at age 13) are mediated by verbal ability and executive function (measured at age 10), a suite of top-down mental processes that facilitate control of thinking and behavior. Children from relatively higher-SES families performed better than their lower-SES peers on all neurocognitive and achievement measures, and SES disparities in both reading and math achievement were partially mediated by variation in executive function, but not verbal ability. SES disparities in executive function explained approximately 37% of the SES gap in math achievement and 17% of the SES gap in reading achievement. Exploratory modeling suggests that SES-related variation in working memory may play a particularly prominent role in mediation. We discuss potential implications of these findings for research, intervention programming, and classroom practice.

scholarly journals Body Mass Index Moderates Brain Dynamics and Executive Function: A Structural Equation Modeling Approach

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Lauren Kupis ◽  
Zachary T. Goodman ◽  
Salome Kornfeld ◽  
Celia Romero ◽  
Bryce Dirks ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Executive Function ◽  
Body Mass ◽  
Structural Equation ◽  
Model Fit ◽  
Equation Modeling ◽  
Brain Dynamics ◽  
Latent Factors ◽  
The Impact ◽  
The Relationship

Obesity is associated with negative physical and mental health outcomes. Being overweight/obese is also associated with executive functioning impairments and structural changes in the brain. However, the impact of body mass index (BMI) on the relationship between brain dynamics and executive function (EF) is unknown. The goal of the study was to assess the modulatory effects of BMI on brain dynamics and EF. A large sample of publicly available neuroimaging and neuropsychological assessment data collected from 253 adults (18–45 years; mean BMI 26.95 kg/m2 ± 5.90 SD) from the Nathan Kline Institute (NKI) were included (http://fcon_1000.projects.nitrc.org/indi/enhanced/). Participants underwent resting-state functional MRI and completed the Delis-Kaplan Executive Function System (D-KEFS) test battery (1). Time series were extracted from 400 brain nodes and used in a co-activation pattern (CAP) analysis. Dynamic CAP metrics including dwell time (DT), frequency of occurrence, and transitions were computed. Multiple measurement models were compared based on model fit with indicators from the D-KEFS assigned a priori (shifting, inhibition, and fluency). Multiple structural equation models were computed with interactions between BMI and the dynamic CAP metrics predicting the three latent factors of shifting, inhibition, and fluency while controlling for age, sex, and head motion. Models were assessed for the main effects of BMI and CAP metrics predicting the latent factors. A three-factor model (shifting, inhibition, and fluency) resulted in the best model fit. Significant interactions were present between BMI and CAP 2 (lateral frontoparietal (L-FPN), medial frontoparietal (M-FPN), and limbic nodes) and CAP 5 (dorsal frontoparietal (D-FPN), midcingulo-insular (M-CIN), somatosensory motor, and visual network nodes) DTs associated with shifting. A higher BMI was associated with a positive relationship between CAP DTs and shifting. Conversely, in average and low BMI participants, a negative relationship was seen between CAP DTs and shifting. Our findings indicate that BMI moderates the relationship between brain dynamics of networks important for cognitive control and shifting, an index of cognitive flexibility. Furthermore, higher BMI is linked with altered brain dynamic patterns associated with shifting.

Investigating school children’s behavioral and emotional problems using pediatric symptoms checklist-17 in a structural equation modeling framework

2020 ◽  
Vol 41 (3) ◽  
pp. 257-275
Author(s):  
Jin Liu ◽  
Siying Guo ◽  
Ruiqin Gao ◽  
Christine DiStefano
Keyword(s):  
Learning Outcomes ◽  
Structural Equation ◽  
Emotional Problems ◽  
Attention Problems ◽  
Equation Modeling ◽  
Measures Of Academic Progress ◽  
Symptom Checklist ◽  
Behavioral And Emotional Problems ◽  
Pediatric Symptom Checklist ◽  
Reading And Math

The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children’s behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants’ learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.

scholarly journals Executive function as a mediator between SES and academic achievement throughout childhood

2016 ◽  
Vol 41 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Gwendolyn M. Lawson ◽  
Martha J. Farah
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Verbal Memory ◽  
Parental Education ◽  
Math Achievement ◽  
Family Income ◽  
Normal Brain ◽  
Time Period ◽  
Reading And Math ◽  
Mri Study

Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental education and family income and changes in reading and math achievement in a sample of 336 children between the ages of 6 and 15 years from the NIH MRI Study of Normal Brain Development. Verbal memory was simultaneously modeled as a comparison candidate mediator. SES predicted significant changes in reading and math achievement over a two-year time period. Furthermore, executive function, but not verbal memory, was found to partially mediate the relationship between SES variables and change in math achievement. Collectively, these results suggest that executive function may be an important link between childhood SES and academic achievement

Do Global Ability Composites Differentially Predict Academic Achievement Across Gender?

2019 ◽  
Vol 38 (6) ◽  
pp. 706-723 ◽  
Author(s):  
Brittany Lewno-Dumdie ◽  
Daniel B. Hajovsky
Keyword(s):  
Structural Equation ◽  
Math Achievement ◽  
Intellectual Ability ◽  
Equation Modeling ◽  
Writing Achievement ◽  
Small Female ◽  
Grade Levels ◽  
Multiple Group ◽  
General Intellectual Ability ◽  
Composite Scores

The present study examined whether global ability influences on reading, writing, and math achievement are generalizable across gender in children and adolescents in Grades 1 to 4 ( n = 1,276), 5 to 8 ( n = 1,265), and 9 to 12 ( n = 1,042) using multiple group structural equation modeling with the standardization samples for the Woodcock–Johnson IV. Results showed a small female advantage in writing achievement across grade levels. The General Intellectual Ability (GIA) composite showed some evidence of slope bias with math achievement, and the Fluid-Crystallized (G f-G c) composite showed some evidence of slope bias with math and reading achievement. The GIA and G f-G c composite scores showed evidence of intercept bias mostly in the area of writing achievement. Findings are generally consistent with previous research showing minimal gender bias in global intelligence predicting achievement.

scholarly journals How Does Low Socioeconomic Status Increase Blood Lead Levelsin KoreanChildren?

2018 ◽  
Vol 15 (7) ◽  
pp. 1488 ◽  
Author(s):  
Eunjung Kim ◽  
Ho-jang Kwon ◽  
Mina Ha ◽  
Ji-Ae Lim ◽  
Myung Lim ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Environmental Factors ◽  
Low Socioeconomic Status ◽  
Structural Equation ◽  
Blood Lead ◽  
Population Based ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Korean Children ◽  
Low Socioeconomic

Although studies have shown that a low socioeconomic status (SES) is associated with high blood lead levels (BLLs) in children, the mechanism underlying this observation is not well known. To determine how SES influences BLLs via environmental factors in Korean children, we conducted a population-based cross-sectional study of 4744 children aged 5–13 years. Questionnaires on sociodemographic information, environmental factors, and food consumption were administered to the children’s parents. BLLs in the study subjects were measured.The complete set of hypothesized associations was assessed using regression analysis and structural equation modeling. SES was associated with high BLLs. The total effects of nutritional factors, lead in the air and total length of nearby roads, and agriculture on BLLs were −0.062 (p < 0.001), 0.068 (p = 0.005), and 0.038 (p = 0.035), respectively. The direct effects of playing outdoors and SES on BLLs were 0.113 (p < 0.001) and −0.111 (p < 0.001), respectively. Although playing outdoors had a greater direct effect on BLLs than did SES, the total effect of SES (standardized β = −0.132, p < 0.001) was greater than that of other sources owing to indirect effects (β = −0.020, p = 0.004). A low SES was a major risk factor for elevated BLLs via environmental factors.

Abstract P212: How Much Do Psychosocial Factors Mediate the Association Between Socioeconomic Status and 1-Year Angina After Myocardial Infarction?

2011 ◽  
Vol 4 (suppl_1) ◽  
Author(s):  
Donna M Buchanan ◽  
Kymberley K Bennett ◽  
Philip G Jones ◽  
Judith H Lichtman ◽  
John A Spertus
Keyword(s):  
Socioeconomic Status ◽  
Depressive Symptoms ◽  
Psychosocial Factors ◽  
Perceived Stress ◽  
Low Socioeconomic Status ◽  
Latent Variables ◽  
Structural Equation ◽  
Equation Modeling ◽  
Reserve Capacity ◽  
Capacity Model

Background: Low socioeconomic status (SES) is associated with worse cardiovascular (CV) outcomes. The Reserve Capacity Model (RCM) is a published, but not yet fully tested, framework linking SES, psychosocial factors and health outcomes. “Reserve capacity” is one's inter-/intrapersonal resources for managing stress. We tested the RCM to determine what portion of the association between SES and angina frequency 1 year post-MI is attributable to psychosocial factors. Methods: In 2481 post-MI patients enrolled in the 19-center PREMIER registry, we used confirmatory factor analysis to create latent variables of health-related SES and reserve capacity (including social support, optimism, and internal health locus of control). Structural equation modeling was used to test the associations between baseline SES, 1-month psychosocial factors (perceived stress, reserve capacity, and depressive symptoms) and 1-yr angina, adjusting for age, sex, and baseline angina. Results: The overall correlation between SES and 1-yr angina was significant (r = -.21*). Of this, 37% was explained by psychosocial factors. (See figure.) Higher SES was associated with greater reserve capacity (r = .43*), which was strongly and inversely associated with stress (r = -.68*) and depressive symptoms (r = -.36*). Depressive symptoms were directly associated with angina (r = .12*). (*p < .05) Conclusion: These results validate the RCM, showing that perceived stress, reserve capacity, and depressive symptoms partially mediate the link between SES and 1-yr angina post-MI. This identifies possible areas for intervention to reduce SES-related disparities in angina and potentially other CV outcomes.

scholarly journals Executive function in older adults: A structural equation modeling approach.

2008 ◽  
Vol 22 (4) ◽  
pp. 508-522 ◽  
Author(s):  
Rachel Hull ◽  
Randi C. Martin ◽  
Margaret E. Beier ◽  
David Lane ◽  
A. Cris Hamilton
Keyword(s):  
Older Adults ◽  
Executive Function ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
Equation Modeling ◽  
Modeling Approach

scholarly journals Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use

2018 ◽  
Author(s):  
Tyler Hatchel ◽  
Robert Marx
Keyword(s):  
Drug Use ◽  
Peer Victimization ◽  
Low Socioeconomic Status ◽  
Structural Equation ◽  
School Belonging ◽  
Equation Modeling ◽  
Youth Of Color ◽  
Color Experience ◽  
Transgender Youth ◽  
Using Data

Transgender youth experience elevated levels of victimization and may therefore report greater drug use than their cisgender peers, yet little is known about protective factors like school belonging that may mediate this relationship. Further, scant research has explored the experiences of youth at the intersection of transgender identity and youth of color status or low socioeconomic status, especially with respect to these multiple minority statuses&rsquo; associations with peer victimization, drug use, and school belonging. Using data from the California Healthy Kids Survey, the current study employs structural equation modeling to explore the relationships among school belonging, peer victimization, and drug use for transgender youth. Findings indicate that school belonging does mediate the pathway between peer victimization and drug use for transgender youth and that although youth of color experience greater victimization, they do not engage in greater drug use than their white transgender peers. Based on these results, those concerned with the healthy futures of transgender youth should advocate for more open and affirming school climates that engender a sense of belonging and treat transgender youth with dignity and fairness.

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