Do executive functions and processing speed mediate the relationship between socioeconomic status and educational achievement? Analysis of an observational birth cohort study
These results, and the theoretical mechanisms linking working memory to educational achievement, both indicate the importance of finding ways to support children with working memory difficulties in the classroom. This is an important avenue for future research and may be useful for closing the socioeconomic gap in educational achievement.
Authors
- Rachael W. Cheung (ORCID: https://orcid.org/0000-0001-5207-240X)
- Amanda H. Waterman (ORCID: https://orcid.org/0000-0001-9882-7206)
- Richard J. Allen (ORCID: https://orcid.org/0000-0002-1887-3016)
- Kate E. Mooney (ORCID: https://orcid.org/0000-0003-4231-1643)
- Sarah Blower (ORCID: https://orcid.org/0000-0002-9168-9995)
Institutions
- University of Leeds (GB)
- University of Bradford (GB)
- Bradford Royal Infirmary (GB)
- University of York (GB)
Publication Details
- Journal
- BMC Psychology
- Published
- 2024-12-18
- DOI
- https://doi.org/10.1186/s40359-024-02243-1
- Citations
- 3
- Primary Topic
- Early Childhood Education and Development
- Type
- article
- Field-Weighted Citation Impact
- 6.29
Funders
- National Lottery Community Fund
- National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care Yorkshire and Humber