Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts

Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and “non-cognitive” attributes (such as self-regulation) are the focus of many early years’ interventions. Despite this, little research has compared the contributions of ear...

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Veröffentlicht in:	Social science & medicine (1982) 2016-09, Vol.165, p.108-118
Hauptverfasser:	Pearce, Anna, Sawyer, Alyssa C.P., Chittleborough, Catherine R., Mittinty, Murthy N., Law, Catherine, Lynch, John W.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Academic Success Antipoverty programs Aptitudes Australia Avon longitudinal study of parents and their children Child Child poverty Child, Preschool Childhood Children Children & youth Cognition Cognitive ability Cognitive functioning Cohort Studies Early childhood Early intervention Female Humans Inequality Literacy Literacy - standards Literacy - statistics & numerical data Longitudinal Studies Longitudinal Study of Australian Children Low income groups Male Poverty Regression Analysis Regulation Risk Factors Self control Self-Control - psychology Social inequality Social privilege Socio-economic inequalities Socioeconomic Factors UK millennium cohort study United Kingdom
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