Higher Parental Education Research Articles

Parental education and neighbourhood socioeconomic status in the prediction of childhood overweight: A multilevel analysis.

This study examined cross-level interaction between parental education and neighbourhood SES in predicting overweight including obesity among school-aged children. This analysis used data from 19 984 children aged 5-6 years participating in the school-entry examination of the years 2015 to 2019 in the Aachen city region in Germany. We employed multilevel logistic regression models to predict overweight based on parental education and neighbourhood SES, along with their cross-level interaction, while controlling for several characteristics of the child. Children from families with intermediate (OR: 1.99; 95% CI, 1.65-2.40) and low parental education (OR: 2.55; 95% CI, 1.92-3.39) and from neighbourhoods with intermediate (OR: 1.25; 95% CI, 1.02-1.53) and low SES (OR: 1.61; 95% CI, 1.29-2.02) were at significantly higher odds for overweight. There was an indication of a cross-level interaction effect (p-value <0.10) to the disadvantage of children with higher parental education, suggesting that inequalities in overweight decrease in more deprived neighbourhoods. The predicted probability of overweight for children with high parental education increased from 6.4% in high SES neighbourhoods to 7.8% in intermediate and 9.9% in low SES neighbourhoods. Sensitivity analyses for obesity and a higher context level of spatial SES confirmed the results. The results highlight the crucial role of both individual and contextual socioeconomic conditions in predicting childhood overweight. They also suggest that the impact of neighbourhood socioeconomic status on childhood overweight varies by parental education, particularly disadvantaging children with higher parental education, indicating a social contagion of overweight through spatial disadvantage.

The impact of intersectionality on the experience of medical trainees.

Diverse trainees have different training experiences than non-diverse trainees; however, it has not been demonstrated if the number of diverse traits (DTs) (i.e. intersectionality) contributes to worse experiences. Our objective was to understand if the number of DTs a trainee has impacts their training experience. We distributed a survey to medical trainees at Mass General Brigham from 15/12/23 to 15/4/24. DTs were based on race/ethnicity, gender-identity, sexual orientation, birthplace, disability, and highest parental education. A total of 134 responses were obtained. Respondents with 1 DT were more likely to report dissatisfaction with the quality of their training compared to those with 0 DT (P =0.03). However, this did not remain true for those with 2 or 3+ DT (P =0.39, P =0.59). Only respondents with 1 DT disagreed that they had similar opportunities for academic success to those of their peers (P =0.03) and agreed that they had to work harder than others to be valued equally (P < 0.01). Respondents with 3+ DTs felt that their institution was not diverse (P < 0.01) and racist (P < 0.01) compared to respondents with zero DTs. Therefore, trainees with DTs had different training experiences than trainees with zero DTs, but the number of DTs did not consistently correlate with the quality of their experience. We believe this data is important for administrators to understand how intersectionality effects the trainee experience. Additionally, we believe this data can be used to gauge disparities in education and create an avenue to address issues, such as discrimination, microaggressions, and low retention rate of diverse applicants.

Migration and Education in the Global South: A Study of South American Origin Children in the Argentinean Educational System

The question of how the children of migrants compare to natives in destination countries has long occupied the research agenda of migration and integration scholars. But, while there are many studies that have explored this issue in the Global North, with special attention to South–North migrants, little is known about integration patterns of South–South migrants, that is, Southern migrants and their children residing in the Global South. This article addresses this concern by studying one of the key indicators of migrant integration—the educational achievement of the children of migrants—in one of the most popular migration corridors in the Global South—that of South Americans who emigrated to Argentina. Using census microdata from 2010, the article explores the educational attainment and educational reproduction of Bolivian-, Paraguayan-, Peruvian-, and Chilean-origin children in comparison with that of their native Argentine counterparts. The analysis distinguishes between 1.5 and second-generation children and focuses on young people between 6 and 21 years old who live with at least one parent. Two dimensions of educational attainment are explored: school attendance and educational level. The results show that the role of parental education tends to be weaker among migrant-origin groups. This has implications for the educational gap. In general, migrant-origin groups are advantaged over native Argentines among those with low-educated parents. Conversely, they present no differences or are disadvantaged among those with middle–high educated parents. This is observed for both 1.5 and second generations, with variations based on the outcome and national origin. Possible explanations are offered.

Compliance with rigid gas-permeable contact lens use in children younger than 6 years in China: a 6-year retrospective study.

To explore the abandonment rate and factors influencing the use of rigid gas-permeable contact lenses (RGPCL) among children aged < 6 years. This retrospective case series study included 70 children aged < 6 years who were fitted with RGPCL for visual rehabilitation between January 2016 and December 2021. We collected data on indications, discontinuation rates, and reasons for discontinuation from medical records and via telephone calls and investigated the factors influencing contact lens abandonment. The median age of the 70 participants was 5.0 (interquartile range: 4.0-5.9) years. Further, 36 (51.4%) children stopped wearing contact lenses; among them, 17 (47.2%) stopped within 3 months, and the median duration of lens wearing was 4.0 (interquartile range: 1.0-11.5) months. Additionally, there was a correlation between the duration of lens wearing and lens abandonment (r = -0.698, P < 0.001). A high parental education level (hazard ratio [HR] = 0.425; 95% confidence interval [CI] 0.198, 0.913; P = 0.028) was a protective factor against lens abandonment, while parental assessment indicating harder than expected practicality (HR = 4.062; 95% CI 1.204, 13.707; P = 0.024) was a risk factor for abandonment. Children aged < 6 years are susceptible to early discontinuation of RGPCL use. Since parents perform daily lens manipulation, they are crucial to the continuity of lens use in these children. To improve RGPCL use continuity, communication and supervision should be strengthened before and after RGPCL fittings.

Associations between smartphone addiction, parenting styles, and mental well-being among adolescents aged 15–19 years in Gujarat, India

BackgroundThe pervasive use of smartphones among adolescents has raised concerns about addiction and its impact on mental well-being. This study investigates the prevalence of smartphone addiction and its associations with socio-demographic factors, parenting styles, and mental health among Indian adolescents.MethodsA cross-sectional study was conducted among 560 school-going adolescents (aged 15–19) in Gujarat, India, from January to October 2023. Data was collected using validated scales: the Smartphone Addiction Scale-Short Version (SAS-SV), the Parenting Styles and Dimensions Questionnaire (PSDQ), and the Depression Anxiety Stress Scale-21 (DASS-21). Bivariate and multivariate logistic regression analyses were performed to identify factors associated with smartphone addiction.ResultsThe prevalence of smartphone addiction was 64.6%. Urban residence (AOR: 2.4, 95% CI: 1.8–3.3), higher parental education (AOR: 3.3, 95% CI: 1.7–4.3 for graduate fathers), longer smartphone use (AOR: 2.08, 95% CI: 1.7–3.6 for > 3 years), and higher socioeconomic status (AOR: 1.9, 95% CI: 1.5–3.51) were associated with increased odds of addiction. Authoritarian and permissive parenting styles in both parents were positively associated with smartphone addiction, while authoritative parenting was negatively associated. Smartphone addiction was strongly associated with mental health issues, particularly with severe stress (AOR: 10.82, 95% CI: 5.11–22.88, p < 0.001).ConclusionSmartphone addiction is highly prevalent among Indian adolescents and is significantly associated with urban living, higher socioeconomic status, non-authoritative parenting styles, and poor mental health. These findings underscore the need for digital literacy programs, parenting interventions promoting authoritative styles, and mental health support to foster healthy smartphone use among adolescents.

Sustainable development goals, sustainable finance, and financial inclusion: An awareness perspective of business graduates

AbstractThe study aims to inquire about the level of understanding of Sustainable Development Goals (SDGs), Sustainable Finance (SF), and Financial Inclusion (FI) among business graduates. The data were collected through a self‐administered questionnaire from 342 business graduates from different universities in a developing country like Pakistan. The findings revealed that the respondents have a no‐to‐low understanding of SF, FI, and the role or importance of these in achieving the 17 SDGs. The findings suggest major revisions in the structure and contents of different business degrees in Pakistan. Overall, the study opens new avenues for research and provides important insights for all the key stakeholders, including universities, higher education institutions (HEIs), the Higher Education Commission (HEC), students, and parents. The study also has social and practical implications for various stakeholders in the HEIs.

Socioeconomic Factors and Clinical Characteristics Associated with Age at Autism Spectrum Disorder Diagnosis

Objective: Investigate factors influencing autism spectrum disorder (ASD) diagnosis in children under and over 36 months, and determine the average age for ASD diagnosis at Charoenkrung Pracharak Hospital, Bangkok, Thailand, after implementing ASD screening. Materials and Methods: A retrospective cross-sectional study of 252 children with ASD aged 1-15 years from 2014 to 2023, classified into ≤36 months (n=104) and &gt;36 months (n=148) at diagnosis. Demographic, clinical data and child/family factors were analyzed using multivariate regression analysis. Results: Mean age at ASD diagnosis was 44.77 ± 19.91 months. Attending well-baby clinics (aOR 2.64, p=0.038), higher family income ≥ 814 US dollars per month (aOR 2.33, p=0.020), and higher parental education (aOR 3.43, p=0.011) were significantly associated with diagnosis before 36 months. Hyperactivity as the main complaint (aOR 0.07, p=0.001) and global developmental delay/intellectual disability (aOR 0.45, p=0.023) predicted later diagnosis. Child’s gender, being an only child, sibling order, and parental age had no significant impact. Conclusion: Over half of all ASD diagnoses occurred after age 3, with an average age around 44 months. Regular attendance in well-child clinics allowing ASD screening, and higher socioeconomic status and parental education facilitated earlier diagnosis. In contrast, concerns about hyperactivity and global developmental delay often lead to delayed ASD assessment. Enhancing awareness of ASD among families with limited resources can promote timely diagnosis and access to intervention.

Early Adversity and Socioeconomic Factors in Pediatric Multiple Sclerosis: A Case-Control Study.

Psychosocial adversity and stress, known to predispose adults to neurodegenerative and inflammatory immune disorders, are widespread among children who experience socioeconomic disadvantage, and the associated neurotoxicity and proinflammatory profile may predispose these children to multiple sclerosis (MS). We sought to determine associations of socioeconomic disadvantage and psychosocial adversity with odds of pediatric-onset MS (POMS), age at POMS onset, and POMS disease activity. This case-control study used data collected across 17 sites in the United States by the Environmental and Genetic Risk Factors for Pediatric Multiple Sclerosis Study. Cases (n = 381) were youth aged 3-21 years diagnosed with POMS or a clinically isolated demyelinating syndrome indicating high risk of MS. Frequency-matched controls (n = 611) aged 3-21 years were recruited from the same institutions. Prenatal and postnatal adversity and postnatal socioeconomic factors were assessed using retrospective questionnaires and zip code data. The primary outcome was MS diagnosis. Secondary outcomes were age at onset, relapse rate, and Expanded Disability Status Scale (EDSS). Predictors were maternal education, maternal prenatal stress events, child separation from caregivers during infancy and childhood, parental death during childhood, and childhood neighborhood disadvantage. MS cases (64% female, mean age 15.4 years, SD 2.8) were demographically similar to controls (60% female, mean age 14.9 years, SD 3.9). Cases were less likely to have a mother with a bachelor's degree or higher (OR 0.42, 95% CI 0.22-0.80, p = 0.009) and were more likely to experience childhood neighborhood disadvantage (OR 1.04 for each additional point on the neighborhood socioeconomic disadvantage score, 95% CI 1.00-1.07; p = 0.025). There were no associations of the socioeconomic variables with age at onset, relapse rate, or EDSS, or of prenatal or postnatal adverse events with risk of POMS, age at onset, relapse rate, or EDSS. Low socioeconomic status at the neighborhood level may increase the risk of POMS while high parental education may be protective against POMS. Although we did not find associations of other evaluated prenatal or postnatal adversities with POMS, future research should explore such associations further by assessing a broader range of stressful childhood experiences.

Fake video detection among secondary school students: The impact of sociocultural, media literacy and media use factors

The harmful political, economic and health effects of fake news on social media are well known. The present study examines the impact of two socio-cultural variables (political orientation and parents' educational attainment), one media literacy variable and two media use variables (news control, platform usage frequency and media addiction) on fake videos detection. The ability to detect fake videos among Hungarian secondary school students (N = 507) was assessed using a 16-item video test. The results of the online survey are partly consistent and partly contradictory to the literature. There is no gender difference in the ability to detect fake videos in the age group studied, and media literacy and media use do not influence the ability to detect fake videos. However, a more conservative worldview and higher parental education are associated with better detection of fake videos. The paper concludes with recommendations.

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability.

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (nGrade1&2 = 830; nGrade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.

Enrollment and completion rates of a nationwide guided digital parenting program for children with disruptive behavior before and during COVID-19.

Our aim was to study enrollment and completion levels for the internet-based and telephone-assisted Finnish Strongest Families Smart Website (SFSW) parent training intervention, for parents of young children with disruptive behavior before and after the COVID-19 lockdown period. Population-based screening was carried out on 39,251 children during routine check- ups at 4years of age. The parents of children scoring at least 5 on the Strengths and Difficulties Questionnaire were assessed against inclusion and exclusion criteria. Associations with enrollment or completion were analyzed using logistic regression models. The effects of COVID-19 restrictions on these were estimated using interrupted timeseries analysis. Of 39,251 families, 4894 screened positive and met the eligibility criteria. Of those, 3068 (62.6%) decided to enroll in the SFSW program and 2672 (87.1%) of those families completed it. The highest level of disruptive behavior (OR 1.33, 95% CI 1.12-1.57, p < 0.001) and overall severity of difficulties (OR 2.22, 95% CI 1.91-2.57, p < 0.001) were independently associated with enrollment. Higher parental education was associated with enrollment and completion. Higher paternal age was associated with enrollment, and parent depressive symptoms with non-completion. The SFSW enrollment did not significantly change following the COVID-19 restrictions, while the completion rate increased (COVID-19 completion OR 1.75, 95% CI 1.22-2.50, p = 0.002). Guided digital parenting interventions increase the sustainability of services, by addressing the child mental health treatment gap and ensuring service consistency during crisis situations.

Interactive Triangular Global Model (ITGM) to Bridge Knowledge of Parents Towards Their Special Needs Children to Mitigate Communication Gap

With the ageing of population, the rate of disability is increasing. Its types are many including ‘hard of hearing’. In majority of the countries, they are considered as social liability by their own family on one hand, and by the society on the other. Now-a-days particularly in the developing countries, it is challenging for them to get suitable education and employment opportunities due to various reasons including social stigma, lack of facilities and lack of awareness, particularly among parents. In modern era, technology has played an important role in improving their quality of life. In this regard, parent knowledge and support play crucial role. Systematic literature review is adopted for this study. Based on findings and expertise of researcher, ITGM model is suggested. Findings suggest that due to lack of knowledge of their parents towards sign language and lack of awareness towards their needs. Further, there is no standard sign language system on global platform. In addition, expressions lack in sign language due to missing gap of grammar. Researchers suggest a global model, and recommend Higher Education Institutions, Educationists, NGOs, and Parents alongside policy makers to establish training courses for parents. With special regard to sign language, a global model suggested by the researchers should be further strengthened by funding agencies.

Longitudinal Use Patterns of Technology Subtypes During the Transition Into Early Adolescence: Results From the Adolescent Brain Cognitive Development Study

PurposeAdolescents encounter a complex digital environment, yet existing data on youth technology use rarely differentiates technology subtypes. This study maps the evolution and intricacies of youth engagement with technology subtypes. MethodsN = 11,868 participants in the Adolescent Brain Cognitive Development study followed from ages ∼9/10 to ∼13/14. We examined youths' self-reported hours per day (hr/day) of technology subtypes: TV/Movies, video games, YouTube, social media, video chat, and texting. We used descriptive statistics and multilevel logistic regression to assess cross-sectional and longitudinal use patterns of technology subtypes, agreement between child and parent reports on the child's technology use, and associations between each technology subtype and sociodemographics (child's biological sex, parent education, income, and marital status). ResultsAt age 9/10, ∼75% of youth reported minimal (<30 min/day) social technology use (social media, video chat, texting) and up to ∼1.5 hr/day of TV, video games, and YouTube. By age 13/14, TV trajectories were converging to >2 hr/day, but social technology trajectories “fanned out” into a wide range of usage rates. Child and parent reports were weakly correlated (rs range: 0.13–0.29). Using child-reported hours of technology use, increases in the subject-specific odds of using a technology >2 hr/day ranged from 25% (YouTube; 95% CI: 1.16–1.35) to 234% (social media; 95% CI: 3.14–3.55). Compared with males, females had ∼100–200% greater odds of >2 hr/day of social technologies, but ∼40–80% reduced odds of >2 hr/day of video games and YouTube. Higher parent education and income predicted significantly lower odds of >2 hr/day of use – regardless of technology subtype. DiscussionDistributions of youths' self-reported technology engagement are highly contingent on technology subtype, age, and biological sex. Future research on youth development and technology may benefit from considering youths' varied digital experiences.

Prevalence and associated factors of developmental coordination disorder in primary school children.

Developmental coordination disorder (DCD) is one of the most frequently observed movement disorders in childhood, yet data on its prevalence are still unclear. This two-stage epidemiological study aims to determine the prevalence of DCD in children between 6 and 10 years of age according to the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5). In the first stage, the Developmental Coordination Disorder Questionnaire (DCDQ'07) were given to primary school students. In the second stage, clinicians conducted psychiatric interviews with children who had an indication of DCD or were suspected of having DCD according to the DCDQ'07 and their parents. The interviews utilized the DSM-5 diagnostic criteria for DCD and applied the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version-Turkish Adaptation (K-SADS-PL) and Wechsler Intelligence Scale for Children (WISC-R) to identify co-occurring disorders. In the first stage, 2,306 children were evaluated, and 205 were invited for a clinical interview. Of the 198 children interviewed, 49 met the diagnostic criteria for DCD. The prevalence of DCD in Türkiye was found to be 2.1%. High parental education level, a previous psychiatric admission of the child, mother's postpartum depressive symptoms, co-occurring disorders, and co-occurring attention deficit hyperactivity disorder (ADHD) were significantly more common among children with DCD. Potentially associated factors were evaluated by logistic regression analysis. The mother's education level, the presence of postpartum depressive symptoms, and co-occurring disorders in the child were found to be associated factors.

Early environmental predictors for attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and their co-occurrence: The prospective ABIS-Study

ADHD and ASD are highly heritable and show a high co-occurrence and persistence into adulthood. This study aimed to identify pre and perinatal risk factors, and early psychosocial exposures related to later diagnosis of ADHD, ASD, and their co-occurrence. 16,365 children born 1997–1999 and their families, involved in the prospective population-based ABIS study (All Babies in Southeast Sweden), were included in this sub-study. Pre and perinatal factors and early environmental psychosocial exposures were collected from parental-questionnaires at birth and 1-year follow-up. Diagnoses from birth up to 23 years of age were obtained from the Swedish National Diagnosis Register in 2020. The cumulative incidence of ADHD, ASD, and their co-occurrence in the ABIS-cohort Study were 4.6%, 1.7%, and 1.1%, respectively. Being male was associated with an increased risk for ADHD, ASD, and their co-occurrence (aOR 1.30, 1.56, and 1.91, respectively), while higher household income reduced it (aOR 0.82, 0.73, and 0.64). Serious life events during pregnancy (aOR 1.40) and maternal smoking (aOR 1.51) increased the risk of ADHD, while older maternal age (aOR 0.96), higher parental education (aOR 0.72 maternal and aOR 0.74 paternal) and longer exclusive breastfeeding (aOR 0.72) reduced it. Non-Swedish paternal nationality (aOR 0.40) and higher maternal education (aOR 0.74) were associated with a lower risk of ASD, while a family history of autoimmune diseases increased the risk of the co-occurrence of both disorders (aOR 1.62). Obtained results suggest that the etiology of ADHD, ASD, and their co-occurrence is independently associated with environmental psychosocial predictors. The co-occurrence seems to overlap the etiology of ADHD, in which psychosocial determinants have a larger role, however, it is also independently influenced by a family history of autoimmune diseases.

Parental education level on the development of children's oral hygiene skills

Introduction. Dental caries is a significant public health issue due to its high incidence among the population. While modern scientific research highlights effective treatments for this condition, prevention remains crucial, directly impacting health and quality of life, especially when early preventive habits are instilled. This study aims to explore how parents' educational levels and other factors influence the acquisition, use, and proper application of oral hygiene knowledge among primary school children. Material and methods. The study surveyed 678 parents of primary school children across 9 administrative regions, including both urban and rural areas of the Republic of Moldova. It employed a randomized approach, involving respondents from all social groups. Results. This study found that parental education level is a crucial factor influencing the proper development of oral hygiene skills, which can prevent dental conditions. Higher parental education was positively associated with urban living environment and family income. Additionally, well-educated parents tend to visit dentists more regularly, which also reflects in better oral hygiene practices at home for their children. Conclusions. Children's oral hygiene habits are strongly shaped by socioeconomic factors and the care parents show. Increasing parental education levels, whether in urban or rural settings, plays a pivotal role in fostering correct dental hygiene practices early in life, thereby ensuring long-term oral health habits into adulthood.

Interaction between Risk Single-Nucleotide Polymorphisms of Developmental Dyslexia and Parental Education on Reading Ability: Evidence for Differential Susceptibility Theory.

While genetic and environmental factors have been shown as predictors of children's reading ability, the interaction effects of identified genetic risk susceptibility and the specified environment for reading ability have rarely been investigated. The current study assessed potential gene-environment (G×E) interactions on reading ability in 1477 school-aged children. The gene-environment interactions on character recognition were investigated by an exploratory analysis between the risk single-nucleotide polymorphisms (SNPs), which were discovered by previous genome-wide association studies of developmental dyslexia (DD), and parental education (PE). The re-parameterized regression analysis suggested that this G×E interaction conformed to the strong differential susceptibility model. The results showed that rs281238 exhibits a significant interaction with PE on character recognition. Children with the "T" genotype profited from high PE, whereas they performed worse in low PE environments, but "CC" genotype children were not malleable in different PE environments. This study provided initial evidence for how the significant SNPs in developmental dyslexia GWA studies affect children's reading performance by interacting with the environmental factor of parental education.

The Role of SES in Preadolescence: Understandings and Group Evaluations based on Income, Education, and Occupation

Socioeconomic status (SES) predicts many facets of preadolescents’ life opportunities, yet little is known about how children perceive SES and whether it plays a role in their group evaluations. This study examined preadolescents’ socioeconomic understandings and biases (investigated presenting fictitious peers varying in SES), while separating the three SES-indicators income, education and occupation. Five classes (Grade 4–6) with 89 students (Mage = 10.44, SD = 0.93; 40% female) participated. Overall, preadolescents understood that the SES indicators income, education and occupation are related to each other. At the same time, they differentiated between the indicators in their group evaluations; they showed a positive bias for peers with high-educated parents, whereas for occupation and income there was no clear overall bias. This shows that differences between SES indicators are meaningful for children, which emphasizes the importance to distinguish between specific SES-indicators when studying the role of SES for preadolescents’ social life.

Mathematics Vocabulary and Problem-solving Skills of Grade 4 Pupils in Narvacan North District

This study assessed the levels of mathematics vocabulary and problem-solving skills among Grade IV learners in public elementary schools in Narvacan North District. The primary aim is to assess how well students understand and use mathematical terminology and their ability to apply this knowledge to solve mathematical problems. The research involved a sample of 366 Grade IV students, utilizing validated tests and problem-solving assessments to gather the needed data. Results indicate that moderate grasp of mathematical terms, there is notable variability and room for improvement. Furthermore, parents' educational attainment and learners' vocabulary levels are significantly related implying that higher parental education is modestly associated with better vocabulary outcomes. In terms of problem-solving skills, the findings show that learners also demonstrate moderate proficiency. Importantly, the analysis reveals that demographic factors such as age, and gender, and significantly related to problem-solving abilities, indicating that these skills are influenced more by other factors. The study concludes that enhancing instructional strategies and providing targeted support can significantly improve both vocabulary and problem-solving skills. Engaging parents in their children's education and offering additional resources can further bolster these efforts. Future research should explore other influential factors and effective interventions to support the mathematical development of Grade IV learners, thereby laying a stronger foundation for their continued academic success.

The Effects of Language Background and Parental Education on Measures of Cognitive Ability: An Analysis of the WPPSI-IV Cognitive Profiles of Monolingual, Simultaneous Bilingual, and Sequential Bilingual German Children Aged 4 to 7 Years.

The present study investigated the possible effects of language background (monolinguals, simultaneous bilinguals, and sequential bilinguals) and parental education (no/low, medium, high, and highest parental education) on measures of cognitive ability provided by the Wechsler Primary and Preschool Scale-Fourth Edition (WPPSI-IV). Statistical analyses were based on a sample of 290 children (130 females, 160 males). Three multivariate variance analyses were conducted to identify possible effects. In cases of statistically significant main effects, post hoc analyses were additionally performed to identify group differences. The results indicated that simultaneous bilinguals performed more similarly to monolinguals than sequential bilinguals. On average, sequential bilinguals achieved significantly lower scores on the Verbal Comprehension Index (VCI), the Vocabulary Acquisition Index (VAI), and the associated subtests than monolinguals and simultaneous bilinguals. Significantly lower average scores on VAI and the associated subtests were found for simultaneous bilinguals compared to monolinguals. Children with parents having no, a lower, or a medium educational level achieved significantly lower scores on VCI, VAI, and the FSIQ than children with parents having a high or highest educational level on average. The present findings suggest that the WPPSI-IV represents a suitable and reliable test battery for the assessment of cognitive skills in children with different language backgrounds and parental educational levels.