Socioeconomic Status and the Co-Development of Executive Function and Academic Achievement in Elementary School Students

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dc.contributor.advisorBiancarosa, Gina
dc.contributor.authorGearin, Brian
dc.date.accessioned2020-09-24T17:13:57Z
dc.date.available2020-09-24T17:13:57Z
dc.date.issued2020-09-24
dc.description.abstractThis study used latent growth curve modeling to examine the co-development of executive function and academic achievement in students who progressed from Kindergarten to Grade 4. It also examined (a) growth trajectories of students with high and low initial levels of working memory, (b) the associations of seven common indicators of socioeconomic status with executive function and academic achievement growth factors, and (c) the growth trajectories of students form different levels of household poverty. The first analysis found that higher initial status on the EF measures was, on average, associated with higher initial status on the achievement measures. Faster growth on the EF measures was also, on average, associated with faster growth on the achievement measures, except for attentional shifting in Grades 2-4. However, higher initial working memory and achievement was associated with slower growth on both the EF and achievement measures. The first analysis also examined within-person associations. It found that within-person associations tended to be small, but the size and direction of associations differed across the sample and subsamples. The second analysis investigated the association between socioeconomic status and the co-development of executive function and academic achievement. Specifically, it examined the associations of seven common indicators of socioeconomic status with executive function and academic achievement initial status and growth. It found that lower socioeconomic status was generally associated with lower initial status but faster growth in executive function and academic achievement. However, variation patterns across indicators that choice of SES indicator can have important consequences for research and decision-making. The relative merits of the different indicators are discussed. The study also tested co-developmental models of executive function and academic achievement on students from households with different poverty levels. It found that covariance structures and within-person effects differed according to student poverty-level, highlighting the need for more research on the causes and characteristics of SES-related differences in growth.en_US
dc.identifier.urihttps://hdl.handle.net/1794/25622
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectAcademic Achievementen_US
dc.subjectExecutive Functionen_US
dc.subjectSocioeconomic Statusen_US
dc.subjectWorking Memoryen_US
dc.titleSocioeconomic Status and the Co-Development of Executive Function and Academic Achievement in Elementary School Students
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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