Socioeconomic disparity in cognitive and socioemotional functions already exists in preschool. However, a dearth of longitudinal data tracking the dynamic changes of disparity from preschool to schooling ages has limited the exploration of mechanisms. The current study utilized a cohort sample to address this gap as an extension of Ip et al. (2016), which recruited a population representative sample of 5-year-old Chinese preschoolers. Health behaviours, parenting style, and family functioning dimensions were examined as possible mediators. The cohort was revisited four years after initial recruitment (N=519, Mean age=9.33 years, 55.3% girls, 76.2% retention). The effect of SES on both cognitive and socioemotional functions were relatively small (η2=.02, p<.01) in initial recruitment but the effect became stronger at follow-up (cognitive development: η2=.09, p<.0001; socioemotional development: η2=.05, p<.0001; symptoms of attention-deficit hyperactivity disorder: η2=.02, p=.008). Controlling for baseline SES, an upward change in SES also predicted better socioemotional development (β=.10, p=.02).
|Publication status||Published - 16 Mar 2017|
|Event||75th Annual Scientific Meeting of American Psychosomatic Society: Mobilizing Technology to Advance Biobehavioral Science and Health - Sevilla, Spain|
Duration: 15 Mar 2017 → 18 Mar 2017
|Conference||75th Annual Scientific Meeting of American Psychosomatic Society: Mobilizing Technology to Advance Biobehavioral Science and Health|
|Period||15/03/17 → 18/03/17|