Negative Effects Of Low Socioeconomic Status Research Articles

The Relationship between Socioeconomic Status and Academic Achievement is Mediated and Moderated by Executive Functions.

Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either overlook the individual differences that are independent of the environment or neglect the influence of the environment on shaping personal factors. To avoid a piecemeal approach to theory, the current study aimed to test the mediating and moderating roles of executive function in a single analytic model. Two hundred and thirty-six Chinese fifth graders (Mage = 10.70 years, SD = 0.49, range = 10.23-11.75 years, and 40.30% girls) were recruited. Their executive function performance was measured using eight different tasks, and their Chinese literacy skills and mathematics achievement were assessed by routine school evaluations. One year after the initial assessment, children's academic achievements were evaluated again. Results demonstrated that parental SES positively predicted children's academic achievement when controlling for prior academic achievement, and children's executive function mediated this relationship. Also, executive function moderated the association between SES and academic achievement in that, the negative predictive effect of low SES on academic achievement was only significant for children with lower levels of executive function, which is not shown in children with higher levels of executive function. By demonstrating the dual roles of executive function in the SES-achievement link, this work provides evidence for supporting the optimal development of children from diverse socioeconomic backgrounds and emphasizes the significance of developing individualized intervention strategies on executive function to mitigate the negative effect of low SES on children's academic achievement.

Social network characteristics as correlates and moderators of older adults' quality of life-the SHARE study.

The quality of life (QoL) of older adults is a key aspect of healthy ageing, and older adults' socioeconomic status (SES), the neighbourhood they live in and their social networks (SN) are known to impact QoL. However, little is known about the interaction between these concepts. The aim was to examine how SN, SES and neighbourhood type are associated with QoL in older adults. : Wave 4 (year 2011) and wave 6 (year 2015) data from the longitudinal Survey of Health, Ageing and Retirement in Europe were used for the analysis. Multilevel regression models estimated the associations including 34792 participants from wave 4 and 67334 participants from wave 6 from 16 countries (mean age = 66.45 years). The outcome variable was QoL, independent variables were SES (education and making end meet) and neighbourhood type (housing type and housing area), and SN variables (satisfaction and size) were the moderators. : SES and SN variables were positively associated with QoL. Living in a house or duplex was positively associated with QoL compared with living in a farmhouse. SN moderated the association between education and QoL. The effect of area type on QoL was moderated by SN size. SN satisfaction was an independent correlate of QoL. : Older adults' satisfaction with their SN may be more important than having a large SN. Low SES older adults may be more prone to having weak SN. Maintaining and creating supportive SN may attenuate the negative effects of low SES or less favourable neighbourhood characteristics.

Socio-economic Determinants of Bone Health from Past to Present

Increasing epidemiology evidence amounts for social determinants of bone health underlying musculo-skeletal conditions such as osteoporosis. Amongst different facets influencing skeletal health, socio-economic status (SES) has been identified as a critical factor determining one’s access to resources, health care, education, nutrition, and physical activity. Recent conceptual and epigenetic studies assessing SES links with DNA methylation offer further support for the adverse effects of social disadvantage in early life on bone quantity and quality in adulthood. However, this evidence for socially patterned risks in bone fragility is not restricted to the contemporary society. Data exist for ancient human skeletal samples deriving from SES stratified cemeteries that also reflect bone changes consistent with lifestyles specific to social standing. Similarly to modern data, the conclusion drawn from the ancient times has been for a negative effect of low SES on bone growth and maintenance. Some contradictory results, mirroring previously reported inconsistencies in epidemiological studies, have also been reported showing that high SES can equally result in poor bone health. It becomes clear that ancient perspectives can offer a further line of support into these ongoing epidemiological and epigenetic research efforts. Taken together, a holistic approach to clinical understanding and practice of bone health is recommended, building upon ancient and modern findings to target living groups who are most at risk of developing low bone mass and compromised bone micro-architecture.

Adolescent reserve capacity, socioeconomic status and school achievement as predictors of mortality in Finland - a longitudinal study

BackgroundDespite robust evidence on the inverse relationship between socioeconomic status (SES) and mortality, deviations from expected results have been observed likely due to school achievement and psychosocial resources, termed as “reserve capacity.” Since adolescence is a critical period in developing sound psychological and behavioural patterns and adolescent markers of SES were seldom used, we determine if family SES in adolescence predicts later mortality. We also study how reserve capacity (perceived health, health-promoting behaviour and social support) and school achievement modify this relationship and reduce the negative effects of low SES.MethodsA longitudinal study was designed by linking baseline data on 12 to 18 year-old Finns in 1985–95 (N = 41,833) from the Adolescent Health and Lifestyle Surveys with register data on mortality and SES from Statistics Finland. Average follow-up time was 18.4 years with a total of 770,161 person-years. Cox regression models, stratified by sex, were fitted to determine the effects of variables measured during adolescence: family SES, reserve capacity and school achievement on mortality risk.ResultsAll reserve capacity dimensions significantly predicted mortality in boys. Perceived health and social support predicted that in girls. Adolescents with the lowest school achievement were more than twice at risk of dying compared to those with better school performance. Low SES increased the risk of death in boys (Hazard ratios: 1.6, 95% CI 1.1–2.4) but not in girls. Reserve capacity and school achievement weakened the effects of low SES on boys’ risk of death.ConclusionsHigh reserve capacity and good school achievement in adolescence significantly reduce the risk of mortality. In boys, these also mitigate the negative effect of low SES on mortality. These findings underscore the roles of reserve capacity and school achievement during adolescence as likely causal or modifying factors in SES-health inequalities.

Personal and social factors that influence subjective well-being: socioeconomic differences

The main objective is to study the relation and impact of Socioeconomic Status (SES) on the subjective well-being in children and adolescents and the role of social and personal factors in this relation. Data was collected in 16 schools; 8 in the North and 8 in the Lisbon Region of Portugal. The questionnaires were filled out by 1,181 youths, 51.5% of which were female. Ages ranged between 8 and 17, the girl's average age being 9.8 years (SD = 1.32) and the boy's average age being 10.0 (SD = 1.53); 2.6% of young people had special educational needs, and 3% did not use the Portuguese language at home; 12.2% had repeated a grade; 27.1% had a high SES; 64.2% had medium/low SES and 8.7% were unemployed. Three adequate regression models were built. Model 1 established the association between SES and subjective well-being. This association turned out to be not significant with the effect of personal and social factors, which were strongly associated with subjective wellbeing. It was revealed that the impact of SES on subjective well-being is mitigated by the presence of social and personal factors. The promotion of personal and social skills appears to be an effective way to avoid the negative effects of low SES in child and adolescent development.

Does Socioeconomic Status Matter for Chinese Immigrants’ Academic Socialization? Family Environment, Parental Engagement, and Preschoolers’ Outcomes

Families’ academic socialization mediates how socioeconomic status (SES) affects children’s achievement. However, little is known about whether cultural values and family cohesion could buffer negative effects of low SES. We examined parental academic socialization and children’s achievement in 220 low- and middle-SES Chinese immigrant families with four-year-olds. Low-SES parents showed less stressful family environments and stronger beliefs about parental responsibility for education. However, middle-SES parents provided more reading engagement and enrichment activities. Reading engagement and SES were significantly associated with children’s academic performance. These findings demonstrate low-SES families’ strengths but suggest the need to provide more support for such families.

Longitudinal effects of group music instruction on literacy skills in low-income children.

Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6–9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development.