Related Data for: Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis

Growing evidence suggests that parents’ practices contribute to their children's cognitive development and that such practices may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), children's math achievement, and two facets of SES (mother's educational attainment and household income—subsidy status) during the first year in kindergarten (n = 500 children; Mage at T1 = 57.3 months, SD = 3.8). Results revealed that these facets of SES operated through different mechanisms in kindergarten—the association between mothers’ education and math growth at the end of K1 is fully mediated by HME and children's baseline math knowledge. Furthermore, only home math activities that explicitly supported the understanding of addition and subtraction contributed to children's math growth independently of SES background. The pattern of longitudinal associations suggests that the provision of home math activities may reflect children's mathematical abilities rather than SES disparities.

越来越多的证据表明，父母的养育实践会促进儿童的认知发展，且此类实践可能反映出社会经济地位（SES）的差异。本研究调查了幼儿园第一年期间，家庭数学环境（HME）、儿童数学成绩与SES两个维度（母亲的教育程度和家庭收入——补贴状况）之间的纵向关联（n=500名儿童；T1时平均年龄Mage=57.3个月，标准差SD=3.8）。结果显示，SES的这些维度在幼儿园阶段通过不同机制发挥作用：母亲教育程度与K1期末数学增长之间的关联，完全由HME和儿童的基线数学知识中介。此外，仅明确支持加减法理解的家庭数学活动，能够独立于SES背景促进儿童的数学增长。纵向关联模式表明，家庭数学活动的提供情况可能反映儿童的数学能力，而非SES差异。