Family Socioeconomic Status and Cognitive Performance of Hong Kong Preschool Children: The Role of Parental Investment and Parental Distress

Abstract Given the importance of early years education for both short- and long-term developmental outcomes for children, this study examines the role of parental investment, parental distress, and socioeconomic status in the Chinese context. Of Hong Kong preschool children aged 36 to 47 months (49% girls) 166 completed a neurocognitive assessment at school, and their parents completed a cross-sectional, self-administered survey in the 2019–2020 academic year. Schools were selected based on the district council’s child poverty rate and the preschool tuition fees. Family socioeconomic status significantly affects children’s cognitive performance. However, parental investment and parental distress demonstrated various mediating effects in these relationships. We discussed the policy implications of quality parental time investment and child-parent interactions, identifying intervention strategies that could help to promote intergenerational mobility and reduce inequalities.