Socioeconomic status and executive functions: parental involvement as a mediating factor during middle-childhood

Previous research has demonstrated the positive link between socioeconomic status (SES) and executive functions (EFs). However, limited studies have investigated the potential mediators which could explain this relationship, specifically during middle-childhood. As this is a period in which important changes in cognitive development take place, it is critical to understand the influencing factors. Since parental involvement has been linked with both SES and EFs, this study explores whether parental involvement mediated this relationship. Parents (N=34) completed SES and parental involvement questionnaires, while their children performed tasks to assess their EFs. This study found a positive relationship between SES and EFs but did not find parental involvement to be a mediator. Potential practical and theoretical implications of the findings are discussed