Life-course changes in the mediation of cognitive and non-cognitive skills for parental effects on children's academic achievement

Amy Hsin; Yu Xie

doi:10.1016/j.ssresearch.2016.09.012

Life-course changes in the mediation of cognitive and non-cognitive skills for parental effects on children's academic achievement

Amy Hsin, Yu Xie

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Abstract

We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.

Original language	English (US)
Pages (from-to)	150-165
Number of pages	16
Journal	Social Science Research
Volume	63
DOIs	https://doi.org/10.1016/j.ssresearch.2016.09.012
State	Published - Mar 1 2017

All Science Journal Classification (ASJC) codes

Education
Sociology and Political Science

Keywords

Child development
Cognitive skills
Educational achievement
Non-cognitive skills

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10.1016/j.ssresearch.2016.09.012

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abstract = "We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.",

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AB - We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.

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Life-course changes in the mediation of cognitive and non-cognitive skills for parental effects on children's academic achievement

Abstract

All Science Journal Classification (ASJC) codes

Keywords

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