学术科研
Liu, Airan. 2019. Social Science Research

2019-11-19

关键字:Non-cognitive skills; Achievement inequality; Moderation; Structural nested mean model
摘要:Liu, Airan. 2019. "Can non-cognitive skills compensate for background disadvantage? -- the moderation of non-cognitive skills on family socioeconomic status and achievement during early childhood and early adolescence." Social Science Research 83(2019)102306

Abstract

Combining the theory of resources substitution and recent evidence on the importance of children's non-cognitive skills from social sciences, this study asks whether family socioeconomic status' effects on achievement are contingent on or moderated by children's non-cognitive skills. I address this question from a longitudinal perspective by focusing on two developmental stages: early childhood and early adolescence. To overcome the methodological challenges involved in answering these questions, I use Structural Nested Mean Models (SNMM), a recent development in statistical methods. Using data from Early Childhood Longitudinal Study (ECLS), I test the hypothesis that higher non-cognitive skills will reduce family SES's effects on achievement in a longitudinal setting. The results corroborate the hypothesis, indicating that non-cognitive skills will moderate family SES's effects, and higher non-cognitive skills will lessen family SES's effects on achievement. In addition, such moderation effects are significant during both focal developmental stages of early childhood and early adolescence.


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