Family Socioeconomic Status Research Articles

Positive math attitudes are associated with greater frontal activation among children from higher socio-economic status families

Math learning is explained by the interaction between cognitive, affective, and social factors. However, studies rarely investigate how these factors interact with one another to explain math performance. This study aims to fill this gap in the literature by using functional magnetic resonance imaging (fMRI) to understand the neurocognitive mechanisms underlying the interaction between parental socioeconomic status (SES) and children's math attitudes. To this aim, 57 children solved multiplication problems inside the scanner. We measured parental SES by creating two groups based on parents' occupations and measured children's math attitudes using a questionnaire. We ran a cluster-wise regression analysis examining the interaction between these two variables while controlling for the main effects of SES, math attitudes, and full IQ. The analysis revealed a cluster in the left inferior frontal gyrus (IFG), which was due to children with positive math attitudes from high socio-economic status families showing greater IFG activation when solving large multiplication problems as compared to their negative attitudes high SES peers, suggesting that they exhibited more retrieval effort to solve large multiplication problems. We discuss how this may be because they were the only ones who fully engaged in math opportunities provided by their environment.

GENDER VARIATIONS IN THE PREVALENCE AND CORRELATES OF DEPRESSION AND ANXIETY AMONG ADOLESCENTS IN SOUTH-EASTERN NIGERIA

Revised Child Anxiety and Depression Scale. Analyses were carried out with the SPSS statistical software (version 21); frequencies and percentages, chi-squared statistics, and point-biserial correlations were examined. Results showed a high (35.4%) prevalence of general anxiety and depression among adolescents. Male respondents had a higher proportion of anxiety (32.1%), depression (31.5%), and general anxiety and depression (44.8%) compared to females who had 20.9% symptomatic depression, 21.9% anxiety, and 29.2% general anxiety and depression. Correlates of mental health symptoms in boys were mothers’ education and living with guardians. Having unemployed fathers correlated with anxiety symptoms in girls. Age, class, perceived family socioeconomic status, and emotional connection with parents/guardians were significantly correlated with mental health in both male and female adolescents; however, the pattern of these interactions varied between the genders. Since this study has shown that gender variations exist in the prevalence and correlates of poor mental health among Nigerian adolescents, programs targeting them should reflect gender considerations.

Exploring the Nexus between Family Socioeconomic Status and Deviant Behaviour: A Study of Secondary School Students in Murang’a East Sub-County

Background: There is a complex and multifaceted relationship between family socioeconomic status and deviant behaviour among secondary school students in Murang’a East Sub County. The purpose of the study was to investigate this relationship. The primary aim was to reveal contributing links and suggest best practices for interventions aimed at curbing deviant behaviour among secondary school students. Materials and Methods: A mixed method approach collected data using self-administered questionnaires and conducted interviews from 15 Principals, 15 Guidance and Counselling Coordinators, and 390 students randomly sampled from 15 secondary schools. The study area encompassed 33 Principals, 33 Guidance and Counselling Coordinators, and 9,484 students across 33 schools. Data were analyzed using descriptive statistics, t-tests, and multiple regression analysis in SPSS 25. Results were presented in tables, charts, and bar graphs. Results: The study revealed that there is a significant positive correlation between family socioeconomic status and deviant behavior, with students from higher socioeconomic backgrounds exhibiting greater tendencies toward deviant behaviours compared to those from lower socioeconomic backgrounds. Additionally, the influence of other factors like peer dynamics, school environment, and individual traits on deviant behaviour was identified. Conclusion: In conclusion, this study underscores the pivotal contribution of family socioeconomic status to deviant behaviour among secondary school students. Recommendation: The study recommends that interventions addressing deviant behaviour should consider addressing socioeconomic status. The study’s distinctiveness lies in its emphasis on Kenyan secondary school students and its quantitative investigation of the link between family socioeconomic status and deviant behaviour. These findings provide valuable insights for shaping interventions targeting deviant behaviour not just in Kenya, but also in other developing nations.

The relationship between family socioeconomic status and the young children's number sense development: The mediating role of parent-child activities.

This study examines the relationship between family socioeconomic status, parent-child activities, and young children's digital development. Using the Family SES questionnaire, the parent-child activities questionnaire, and the 5 to 6 year old children's number sense development scale as research instruments, 314 young children (M = 70.42, SD = 3.47). The results show that: (1) Family Socioeconomic Status can significantly positively predict the young children's number sense development; (2) Parent-child activities play a partial mediating role in the relationship between family socioeconomic status and the young children's number sense development. This study provides specific guidelines and recommendations for improving the young children's number sense development.

Children's bullying victimization and maternal suicidal ideation among multicultural families in South Korea: Heterogeneity by family socioeconomic status

RationaleChildren from multicultural families in Korea are vulnerable to bullying victimization. Despite growing evidence on the mental health consequences of bullying victimization for victims, little is known about the spillover effects on their immigrant mothers. ObjectiveThis study examined the association between children's bullying victimization and their immigrant mothers' suicidal ideation. The potential moderating role of family socioeconomic status was also investigated. MethodsUsing nine waves of the Multicultural Adolescents Panel Study spanning from 2011 to 2019 (N = 1466), this study estimated individual fixed effects models to control for unobserved individual-level heterogeneity. Interaction models were used to investigate potential heterogeneity by family socioeconomic status, including maternal education, household income, and maternal occupational status. ResultsFixed effects estimates revealed that children's bullying victimization is associated with an increased likelihood of suicidal ideation among marriage migrant mothers (b = 0.012, p < 0.05), even after controlling for unobserved time-invariant confounders as well as a set of time-varying covariates. Family socioeconomic status moderated this association. The association between children's bullying victimization and immigrant mothers' suicidal ideation was stronger for those with low levels of education and household income. No such moderating effects were observed for maternal occupation. ConclusionsThe findings of this study suggest that efforts to address the mental health consequences of bullying victimization among multicultural family children should extend beyond the victim to their immigrant mothers. When developing interventions to reduce suicidal ideation among immigrant mothers whose children have been victimized, policymakers may wish to consider the moderating role of family socioeconomic status.

Does Socioeconomic Status Moderate the Relationship between Parental Involvement and Young Children’s Literacy Development?

The difference in family socioeconomic status (SES) is a common fact in modern society. The differentiation of family SES will affect the development of children, this phenomenon has attracted the attention of domestic and foreign researchers. The discussion on the relationship between family socioeconomic status and children's academic achievement has attracted much attention in the academic community, but existing research results are inconsistent. Little research is related to whether family socioeconomic status influences the relationship between parental involvement and children’s literacy development. The purpose of the quantitative study is to investigate whether family SES including family income and parents’ education level moderates the relationship between parental involvement and children literacy development. Participants comprised 388 children aged 3 to 6 years in Chinese and their parents. The results show family income directly moderated the relationship between parent-child literacy activities and children’s literacy achievement. Mother education moderated the relationship between parent-child literacy activities and literacy achievement directly. The relationship between home literacy materials and literacy achievement was moderated by mother education either. However, there is no significant moderating effect of a father’s education on the relationship between parental involvement and children’s independent literacy practice as well as literacy achievement in this study. Keywords: literacy development, parental involvement, socioeconomic status, young children, children’s literacy

Auditory Risk Factors at Birth and Language Development at 2 Years of Age: A Longitudinal Analysis.

Aim. To analyze the relationship between auditory risk factors at birth and subsequent language development in toddlerhood. Methods. Participants are 136 children from a longitudinal birth cohort follow-up at age 2 years. They were divided into 2 groups: One comprising 105 children without hearing risk factors at birth and another comprising 31 children with auditory risk factors at birth but normal hearing. Results. In children with and without risk factors, the combination of socio-emotional, socio-economic, and auditory risk factors at birth significantly predicted language development at age 2 years. Family socio-economic status had a significant impact on overall child development, even after controlling for socio-emotional development and the presence of risk factors. Conclusions. The study was conducted in an upper-middle income country with a socialized health care system. It underscores the importance of a holistic approach to early childhood language development, taking into account biological, socioeconomic, and emotional factors.

Teacher Stereotypes and Teacher Expectations at the Intersection of Student Gender and Socioeconomic Status

Abstract: Gender and family socioeconomic status (SES) are central dimensions of educational inequality and may interact in shaping inequality. This study addresses teacher expectations and stereotypes that possibly contribute to intersectional inequality. The study relies on two samples of teachers and students in German primary schools (sample 1: NTeachers=69, 94 % female, NStudents= 1,049 (German language)/1,027 (mathematics), 48 % female; sample 2: NTeachers= 698 (German language)/614 (mathematics), 94 % female; NStudents= 4,732 (German language)/4,117 (mathematics), 51 % female). Two-level regression analyses revealed additive gender and socioeconomic bias in teacher expectations in German language and mathematics but no intersectional bias (i. e., constant gender bias along family SES and similar socioeconomic bias for girls and boys). Further, teachers with more traditional gender stereotypes showed stronger gender bias, while SES-related stereotypes were unrelated to teacher expectations. We discuss how additive teacher expectation biases relate to the broader concept of intersectionality, potentially shaping unique educational experiences at the intersection of gender and SES.

The influence of parent’s expectations and children’s early skills on children’s future STEM career prospects

Introduction: This paper investigates indicators of STEM career expectations among middle school children in Chile, with a focus on the roles of parental career expectations and children’s early skills (communication, cognitive, socio-emotional skills, and executive functions), and the moderating effects of gender and family socioeconomic status. Method: Using data from the Chilean ‘Encuesta Longitudinal de la Primera Infancia’ 2017 wave, the study involved 2959 children from 10 to 12 years of age. Both children’s and parents’ career expectations were measured through open questions. The assessment of the same children’s early skills was conducted in the 2012 wave when the children were from five to seven years of age, using the Battelle Developmental Inventory and the Backward Digit Span tests. Results: Findings revealed that boys, especially those with mothers with higher educational levels who have STEM expectations for their children, are more likely to expect to continue STEM careers in the future. A significant moderation effect was also found, indicating that parental expectations have a stronger association with girls’ and lower-middle SES children’s STEM career preferences. No significant results were observed for children’s early skills on later STEM career expectations.Conclusions: The study suggests that educational strategies involving family engagement are important for fostering equitable STEM career opportunities.

Family socioeconomic status and young children digital addiction: a moderated mediation model.

Presently, the problem of digital addiction in young children is becoming more and more prominent, and digital addiction can cause significant harm to the healthy physical and mental development of young children. A growing body of research suggests that family socioeconomic status and parenting styles are associated with digital addiction. However, little is known about the mediating and moderating mechanisms behind this relationship, and few studies have explored whether this relationship holds in young children populations. Therefore, the present study aimed to investigate whether parenting styles mediate the relationship between family socioeconomic status and young children's digital addiction and whether young children's gender moderates this mediation process. A cross-sectional study design was used. 403 parents of young children were asked to complete online questionnaires, including the Internet Addiction Test-10 (IAT-10) the Chinese version of the Parenting Style Questionnaire (C-EMBU). The mediation model with moderation was tested using the PROCESS plug-in for SPSS. (1) Family socioeconomic status is significantly and negatively associated with digital addiction in young children. (2) Parenting styles (emotional warmth and understanding, punishment and harshness) mediate the relationship between family socioeconomic status and young children's digital addiction. (3) Young children's gender moderates the relationship between family socioeconomic status and punishment and severity parenting styles, emotional warmth and understanding parenting styles and young children's digital addiction. The results indicate that family socioeconomic status can prevent digital addiction in young children through the path of improving parenting styles. However, there is still an overall negative effect of family socioeconomic status on young children's digital addiction.

Teachers Matter More Than Sites and Facilities: Provincial-Level Educational Predictors of Adolescent Life Satisfaction.

Life satisfaction can predict students' school engagement and academic performance, and has shown significant regional differences among adolescents. The predictive effect of economic factors as regional characteristics on adolescent life satisfaction has been extensively examined; however, the regional educational factors that could predict adolescent life satisfaction remain unknown. This study aimed to identify provincial-level educational factors that can predict adolescent life satisfaction. The participants comprised 16,737 students, aged 11-16 years (M age = 13.82; SD age = 0.77; 8767 girls, 7970 boys), from 31 provinces in China. Students completed measures on socioeconomic status and life satisfaction. Multilevel modeling was adopted in data analysis. Adolescent life satisfaction was positively correlated with family socioeconomic status, and negatively associated with age and academic ranking. Life satisfaction was lower for girls than boys. Some regional education development indicators could predict adolescent life satisfaction: ratio of students to teachers, ratio of students to teachers with master's degrees, and multimedia classroom size negatively correlated with adolescent life satisfaction; meanwhile per capita sports field area positively correlated with adolescent life satisfaction. Per capita education expenditure, classroom area, laboratory area, computer room area, language lab area, gymnasium area, green space area, sports field area, computers per student, number of books, and value of equipment and instruments could not significantly predict life satisfaction in this study. The findings suggest that the life satisfaction of female adolescents, those in older age groups, with lower academic rankings and socioeconomic status, and those residing in regions with underdeveloped educational systems was relatively poor. These groups of adolescents should therefore be given special attention. To enhance their life satisfaction, some certain provinces should consider implementing measures such as increasing the number of teachers, reducing class sizes, and providing more opportunities for physical activity among junior middle school students.

Pre-analysis protocol for an observational study on the effects of adolescent sports participation on health in early adulthood

Abstract: We will study the impact of adolescent sports participation on early-adulthood health using longitudinal data from the National Study of Youth and Religion. We focus on two primary outcomes measured at ages 23–28 — self-rated health and total score on the PHQ9 Patient Depression Questionnaire — and control for several potential confounders related to demographics and family socioeconomic status. Comparing outcomes between sports participants and matched non-sports participants with similar confounders is straightforward. Unfortunately, an analysis based on such a broad exposure cannot probe the possibility that participation in certain types of sports (e.g., collision sports like football or soccer) may have larger effects on health than others. In this study, we introduce a hierarchy of exposure definitions, ranging from broad (participation in any after-school organized activity) to narrow (e.g., participation in limited-contact sports). We will perform separate matched observational studies, one for each definition, to estimate the health effects of several levels of sports participation. In order to conduct these studies while maintaining a fixed family-wise error rate, we deployed an ordered testing approach that exploits the logical relationships between exposure definitions. Our study will also consider several secondary outcomes including body mass index, life satisfaction, and problematic drinking behavior.

Prevalence of Mental Health Problems and Substance Use Among School-going Adolescents of Tribal Ethnicity: A Preliminary Study from North-East India

Background: Mental health disparities are more pronounced among marginalized and ethnic communities due to a multitude of societal and environmental factors. These include family dynamics, cultural influences, geographic location, ethnicity, and socioeconomic status, all of which contribute to increased vulnerability to mental health issues within these populations. Aim: The aim of this study was to examine the occurrence of mental health issues and substance use among adolescents belonging to tribal communities. Methods and Materials: The current research adopts a cross-sectional descriptive study design and was conducted across five Indian states, with a particular focus on the north-eastern region, including Assam, Meghalaya, Nagaland, Manipur, and Arunachal Pradesh. The selection of districts and schools was done based on convenience sampling in the initial phase of the study. From each state, two schools were selected where the tribal population was high. In each district, a list of schools (20 schools) was prepared based on census data where the tribal population was high. Following the selection of schools within the district, a randomized sampling approach, employing the lottery method, was utilized to choose 10 schools from the compiled list. Subsequently, a total enumeration method was employed for the selection of school-going adolescents, ensuring the inclusion of all individuals within the chosen schools. A total of 983 adolescents belonging to tribal communities participated in the study after providing both assent and parental consent. A socio-demographic datasheet, strengths and difficulties questionnaire (SDQ), and Brief Screener for Tobacco, Alcohol, and Other Drugs (BSTAD) were administered. Results: In the context of school-going adolescents, Arunachal Pradesh exhibited a higher prevalence of mental health issues, including emotional and behavioral problems, at 41.9%, surpassing the rates observed in Assam (32.8%), Meghalaya (31.4%), Nagaland (26%), and Manipur (14.22%). The finding shows that the use of alcohol was higher in Arunachal Pradesh (29.03%) as compared to other states; 29.44% of students from Nagaland sniffed or huffed, which was the highest among the five states; and 28.04% of students from Meghalaya took illegal drugs like marijuana, cocaine, etc., which was the highest among the five states. Conclusion: Proactive measures are urgently required to tackle the mental health obstacles confronting tribal adolescents. Implementing targeted mental health programs tailored to their specific needs is crucial for ensuring their well-being and fostering resilience within these communities.

The Academic Success Among the Students of Low-Income Families.

Students’ academic success is often impacted by various factors such as family background, socio-economic status, and access to educational resources. However, students from low-income families face unique challenges that hinder their academic achievement. The purpose of this study is to comprehensively analyze these challenges and identify potential strategies to support the academic success of these students. The study began by examining the impact of poverty on the educational outcomes of students. It will evaluate how economic hardships, limited access to resources like textbooks and technology, and unstable living conditions may impact their academic performance. A qualitative research design was used in the study to understand how the expected result of academic success among students from low-income families can vary based on individual circumstances. However, research and studies will show that there are potential challenges that students from low-income families may face that can impact their academic success. These challenges may include limited access to educational resources, such as textbooks or technology, lower-quality schools, inadequate nutrition, less parental involvement, and increased exposure to stressful home environments. This research intends to investigate the above issues and to provide recommendations for Policymakers to focus on increasing the availability and affordability of educational resources, such as providing free textbooks or laptops to low-income students. Additionally, interventions that target the socio-emotional well-being of students, such as counseling services or mentorship programs, should be implemented.

The relationship between family-school socioeconomic status match and adolescent aggressive behavior.

The objective of the present study was to analyze the effect of the match between family and school socioeconomic status (SES) on adolescents' aggressive behaviors. Additionally, the moderating roles of gender and the parent-child relationship were examined. A total of 2,823 adolescents completed the Aggressive Behavior Scale, the Parent-Child Relationship Scale, and the Family SES Scale. School SES was measured by the average family SES of all students in the school. SES was categorized as high or low based on one standard deviation above or below the mean. The results showed that when there was a match between family and school SES, adolescents with "Low Family-Low School" SES exhibited more aggressive behaviors compared to those with "High Family-High School" SES. When there was a mismatch between family and school SES, adolescents with "High Family-Low School" SES exhibited higher levels of aggressive behaviors than those with "Low Family-High School" SES. Gender did not moderate these effects. Furthermore, when the parent-child relationship was poor, adolescents exhibited higher levels of aggressive behaviors when family SES exceeded school SES. Conversely, the effects of family and school SES on aggressive behavior were not significant when the parent-child relationship was strong. The present study highlights that the match and mismatch between family and school SES significantly influence adolescents' aggressive behaviors and that a strong parent-child relationship has a protective effect.

Inclusive Education and its Effects on Academic Performance among Students with Disabilities in Mainstreams Secondary Schools in Mfoudi Division.

Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners. Therefore, there have been a number of campaigns and laws on the successful implementation of inclusive education and how to solve the problem of children with disabilities in the mainstreams schools. It is expected that disabled children should excel in general education with all the technological advancement concerning their education, all the legislative and educational reforms put in place by the government for their studies. However, despite the drafting of many international, regional and national conventions on persons with disabilities, students with disability still do not perform in school like their peers who are said to be normal. This study was aimed at finding out the various factors that negatively influence the performance of students with disability in Government Secondary Schools. The descriptive research design was used and one hundred and two (102) persons were sampled using the census method. In other to obtain data for the research, two questionnaires were constructed by the researcher for both students and teachers. The student questionnaire was made up of forty one items while that of the teachers was made up of sixteen (16) items with the aim to test the different hypothesis and answer the research questions. The data collected was analyzed with the use of SPSS software version 25.0, wherein both descriptive statistics (charts, frequency distribution tables) and inferential statistics (chi-square) were used. The results showed that the socio-economic status of family negatively influenced students with disability’s performance and teachers did not have training on how to teach inclusive classes so did not find it easy teaching students with disability. However, there were other factors that influenced performance like; infrastructure, self-motivation. The researcher thus proposes from teachers recommendation that teachers in active service should be provided with in-service training to ameliorate their knowledge on teaching students with disabilities and children should be provided with material support to help reduce if not solve the problem.

The pooled prevalence of attention-deficit/hyperactivity disorder among children and adolescents in Ethiopia: A systematic review and meta-analysis.

Attention-deficit/hyperactivity disorder is one of the most common childhood neurobehavioral disorders, which has a serious negative effect on educational achievement, peer relationships, social functioning, behavior, and self-esteem of children. However, the pooled prevalence of attention-deficit/hyperactivity disorder is not well known in Ethiopia. Therefore, the main objective of this systematic review and meta-analysis is to estimate the pooled prevalence of attention-deficit/hyperactivity disorder among children and adolescents in Ethiopia. PubMed, HINARI, Science Direct, Psych INFO, Google Scholar, African Journals Online, and cross-referenced were searched to identify relevant articles. Quality appraisal was done using the Joanna Briggs Institute checklist. Heterogeneity was tested using the I-square statistics. Publication bias was tested using a funnel plot visual inspection. Further, trim and fill analysis was done to correct publication bias.Forest plots and tables were used to present results. The random effect model was used to compute the pooled prevalence of attention-deficit/hyperactivity disorder among children and adolescents. The overall pooled prevalence of attention-deficit/hyperactivity disorder among children and adolescents in Ethiopia was 14.2% (95% CI: 8.48, 22.83). Being male (OR: 2.19, 95% CI: 1.54; 3.12), being aged 6-11 years (OR: 3.67, 95% CI: 1.98; 6.83), low family socioeconomic status (OR: 3.45 95% CI: 2.17; 5.47), maternal complication during pregnancy (OR: 3.29, 95% CI: 1.97; 5.51) and family history of mental illness (OR: 3.83, 95% CI:2.17; 6.77) were factors associated with a higher odds of attention-deficit/hyperactivity disorder among children and adolescents. The overall pooled prevalence of attention-deficit/hyperactivity disorder among children and adolescents is high in Ethiopia as compared to previous literature. To reduce the prevalence of attention-deficit/hyperactivity disorder among children and adolescents, emphasis has to be given to prevention, early detection, and management of pregnancy-related complications. Moreover, parents with mental illness should be supported and properly treated to reduce the impact of hostile parenting on their child's health. Registered in PROSPERO with ID: CRD42024536334.

Characteristics and Status of Treatment for Multi-Drug-Resistant Tuberculosis (MDRTB) Patients in a TB-DOTS Centre in the Province of Jolo, Sulu, Philippines

Background: The study focuses on the characteristics and status of treatment for multi-drug-resistant tuberculosis (MDRTB) at the TB-DOTS Centres of Jolo Sulu from 2018 to 2019. Objective: The study's primary goal is to describe and investigate MDRTB treatment characteristics and status, as well as identify factors that influence treatment. Methods: A mixed-methods research design through an explanatory sequential approach was used. The quantitative approach employed data mining of existing and available data records of MDR-TB clients at respective health centres at Jolo and Sulu and tools assessing factors influencing treatment. The qualitative approach was done through interviews with the MDR-TB clients, and total remuneration and purposive sampling were applied in selecting participants. The data gathered were presented using frequency and percentage distribution and processed using SPSS v.21, and themes and subthemes were extracted and analyzed using In-Vivo qualitative software. Results: MDR-TB clients were mostly mid-adults and heads of families, with a treatment history focusing more on pulmonary relapse (the first line of defense) and poor treatment outcomes. The factors that influenced treatment were financial constraints, lack of knowledge, distance, transportation, and work. Themes derived include contagious yet treatable disease, challenging family socio-economic status, role justification, and treatment centres as havens. Conclusion: The study highlights the need for a comprehensive assessment of the status of the health condition of TB clients and patients enrolled at the TB-DOTS centre of Jolo Sulu. Nursing plays a vital role in managing and treating TB in these areas. The findings suggest that financial constraints, lack of knowledge, and access to treatment are significant barriers to MDRTB treatment. The study emphasizes the need for interventions to improve TB treatment outcomes and reduce the burden of MDRTB in the community.

The paradox of seeking help: Socioeconomic inequality in medical crowdfunding in the era of the mobile internet

In recent years, the emergence of mobile-internet-based crowdfunding has provided a new way for the poor to obtain emergency relief for medical needs. Despite a number of reported scams, medical crowdfunding has made an important contribution to society. Public opinion and sentiment highlight two practical issues: Are the resources being directed to the people who need them the most? And how can we optimize medical crowdfunding? To tackle these questions, we focus on the issue of how the socioeconomic status (SES) of help-seekers affects their online medical crowdfunding outcomes. We ask three research questions: What is the correlation between the SES of help-seekers and their fundraising outcomes? What are the underlying mechanisms? Is there a possible path for the optimization of medical crowdfunding outcomes? Our dataset includes 1930 fundraising cases from a large medical crowdfunding platform in China. The study finds significant differences in crowdfunding outcomes among different socioeconomic groups. Higher SES brings higher donation amounts, higher proportions of fundraising targets reached, a higher number of donations received, and more shares on social media. This socioeconomic gradient in crowdfunding outcomes contradicts the social expectation of prioritizing help to the neediest in medical crowdfunding. Mediation analysis also shows that offline interpersonal networks play an important intermediary role. While appealing case narratives are helpful, they are not an intermediary mechanism that links family SES with crowdfunding outcomes. Further analysis also finds that such a socioeconomic gradient seems to weaken when crowdfunding that begins within a private network of offline acquaintances on WeChat moves to public platforms.

Socioeconomic status and parenting-related differences in preschoolers' working memory

The relations between socioeconomic status (SES), parenting-related factors, and children's cognitive ability are well-documented. However, limited research has investigated whether there are interactions between SES and parenting-related factors in their association with children's cognitive performance. In this study, we used an extensive battery of SES and parenting-related measures to examine their association with kindergarten children's working memory (WM). Children (N = 190) were recruited from five kindergartens in Bangkok, Thailand, and were administered three WM tasks. Caregivers completed a questionnaire on their SES, parenting stress, parenting behaviours, and provision of cognitive stimulation. Multiple-indicators-multiple-causes models revealed that income and cognitive stimulation were unique explanatory variables for WM and had greater explanatory power than other SES and parenting-related factors. Several SES indicators interacted with parenting-related factors. Specifically, a negative association between permissive parenting and WM and a positive association between cognitive stimulation and WM were found only among families whose mothers were less educated and among those with less prestigious occupations, respectively. A negative association between parenting stress and WM was found only among the highest-income families and among those with highly educated mothers. These findings underscore the importance of considering the interactive roles of both SES and parenting-related factors on children's cognitive capabilities. These findings provide information on the families that WM interventions should best target. Educational relevance statementThis study highlights the importance of understanding the interplay between family socioeconomic status (SES) and parenting-related factors on kindergarten children's working memory in Thailand. The findings showed that parenting-related variables do not have uniform relations with WM but vary depending on socioeconomic status. Specifically, permissive parenting and cognitive stimulation were only related to WM when mothers were less educated or had less prestigious occupational status. In contrast, parenting stress was associated with WM only among families with the highest income and whose mothers were the most educated. The results suggest that interventions should be customized according to these SES and parenting variables. Less educated parents may benefit from guidance on setting appropriate boundaries, while affluent, highly educated parents may require support in stress management.