Interplay of socioeconomic status, cognition, and school performance in the ABCD sample

• DOI: 10.1038/s41539-024-00233-x
• Publication Date: 2024-03-11T19:02:38Z
• Authors: Lara Langensee; Theodor Rumetshofer; Johan Mårtensson
• Keywords: Disadvantaged; Cognitive skill

Abstract Coming from a disadvantaged background can have negative impact on an individual’s educational trajectory. Some people however seem unaffected and cope well with the demands challenges posed by school education, despite growing up in adverse conditions, phenomenon termed academic resilience . While it is uncertain which underlying factors make some more likely to circumvent unfavorable odds than others, both socioeconomic status (SES) cognitive ability robustly been linked performance. The objective of present work investigate if individual abilities SES interact their effect grades. For this purpose, we analyzed SES, cognitive, performance data 5001 participants Adolescent Brain Cognitive Development (ABCD) Study. Ordinal logistic regression models suggest similar patterns associations between three measures (parental income-to-needs ratio, neighborhood deprivation) grades at two timepoints, no evidence for interaction effects time. Parental education ratio were associated irrespective whether modeled or not. Neighborhood deprivation, contrast, was only statistically significant predictor reported when not factored in. interacted parental level, meaning that they could be safeguard against