| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 5046991 | Social Science Research | 2017 | 16 Pages |
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.
Related Topics
Social Sciences and Humanities
Psychology
Social Psychology
Authors
Amy Hsin, Yu Xie,