A structural Analysis of Executive Functions School and Socioeconomic Status in School Age

ARAN FILIPETTI, V.; RICHAUD DE MINZI, M.C.

JOURNAL OF GENETIC PSYCHOLOGY

Taylor & Francis

Lugar: Londres; Año: 2011

0022-1325

Socioeconomic Status (SES) is a well-know predictor of cognitive achievement and executive functioning, although the underlying cognitive mediatic precessess remain unclear. In this study, the authors analyse the association between different socioeconomic indicators and the executive functions ( EF) of schoolchildren and the possible cognitive mediating factors of this association. The sample included 254 children aged 7 to 12 years from different SES. The results indicate a significant effect of SES on all tested EF. Stepwise regression analysis showed that maternal education level and housing conditions were significant predictors of the majority of EF. Structural Equation Modelling (SEM) showed that, although SES had effects on intelligence quotient (IQ), R-I cognitive style,end EF,the association between SES and EF is partly explained by cognitive impulsivity but not IQ scores. Results are discussed in terms of the mediating cognitive variables that may explain the association between SES an EF and their implications for designing effective intervention programmes in schools.