Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts

Anna Pearce, Alyssa C.P. Sawyer, Catherine R. Chittleborough, Murthy N. Mittinty, Catherine Law and John W. Lynch

Social Science & Medicine, 2016, vol. 165, issue C, 108-118

Abstract: Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and “non-cognitive” attributes (such as self-regulation) are the focus of many early years’ interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort).

Keywords: Socio-economic inequalities; Early childhood; Early intervention; Academic achievement; UK millennium cohort study; Longitudinal Study of Australian Children; Avon longitudinal study of parents and their children (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (6)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:socmed:v:165:y:2016:i:c:p:108-118

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DOI: 10.1016/j.socscimed.2016.07.016

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