Underlying mechanisms in the relationship between family socioeconomic status and mathematical abilities: A longitudinal investigation

Abstract

Family socioeconomic status (SES) plays a critical role in the development of children's mathematical abilities in early elementary stage, including arithmetic, logical reasoning, and geometric domains. However, the underlying mechanisms remain unclear. This study investigates the mediation effect of specific executive functioning (EF) components (i.e., interference inhibition, response inhibition, and working memory) in this relationship. A total of 185 children (MageT1 = 7;9 years;months; 45.95 % girls) participated in the study and were reassessed 20 months later. Specifically, we measured EF, family SES, and mathematical abilities at T1 and mathematical abilities at T2. Our analysis yielded two main findings: (a) family SES was positively associated with three domains of mathematical abilities at T1, but not with T2 mathematical abilities after controlling for T1 mathematical abilities; (b) family SES was indirectly associated with T1 arithmetical ability and T2 logical reasoning ability via working memory. No significant mediation effects were observed for interference inhibition and response inhibition. Our findings offer a nuanced understanding of the cognitive mechanisms underlying the impact of socioeconomic disadvantage on early mathematical development and provide implications for future research and intervention programs.