The role of cumulative family risks in the relationship between executive functioning and school readiness

The role of cumulative family risks in the relationship between executive functioning and school readiness

• Liu, Catrina Cuina The Hong Kong Polytechnic University
• Lee, Sing Yeung Alfred The Hong Kong Polytechnic University
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Children and Youth Services Review, 164, 2024

Elsevier

2024

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement

School Readiness Executive Functioning Cumulative Family Risks

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study investigated the roles of cumulative family risks and executive functioning (EF) in explaining preschool children's school readiness. The cumulative family risks comprised family socioeconomic status (SES), home literacy environment (HLE), and familial risk of dyslexia (FRD). The participants were 955 first-year kindergarten children (Mage = 3.53 years, SD=0.41, 46.60 % girls) and their parents (Mage = 35.56 years, SD=6.31, 82.7 % mothers) from Hong Kong, China. The parents completed a survey package measuring their children's school readiness, EF skills, and the three above-mentioned cumulative family risks. Hierarchical regression analysis, controlling for children's age and gender, was performed to test the unique contributions of EF and the profiles of cumulative family risks to school readiness. The results showed that in addition to the significant role of EF, HLE risk was significantly associated with school readiness. The association between EF and school readiness was significantly weaker in children with three or more family risks than in their peers. The findings highlight the necessity of developing family education and school–family–community collaboration programs to enhance the school readiness of children, especially those with multiple family risks. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

• English

Journal Articles

• 01907409

• 10.1016/j.childyouth.2024.107874

https://bibliography.lib.eduhk.hk/bibs/f9ad3bb7

2025-02-05