Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status

Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathem...

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Bibliographic Details
Published in:Psychological science 2013-07, Vol.24 (7), p.1301-1308
Main Authors: Ritchie, Stuart J., Bates, Timothy C.
Format: Article
Language:English
Subjects:
Academic achievement
Academic motivation
Achievement
Achievement motivation
Adult
Biological and medical sciences
Child
Child development
Child psychology
Childhood
Cognition
Cognition. Intelligence
Cohort Studies
Developmental psychology
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Income - statistics & numerical data
Intellectual and cognitive abilities
Intelligence
Language
Male
Mathematical modeling
Mathematical variables
Mathematics
Models, Statistical
Motivation
Production and perception of written language
Prospective Studies
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reading
Reading ability
Research Report
Schools
Social Class
Social psychology
Socioeconomic factors
Socioeconomic status
United Kingdom
Women
Womens studies
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Summary:Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathematics and reading achievement at age 7 on attained SES by age 42. Mathematics and reading ability both had substantial positive associations with adult SES, above and beyond the effects of SES at birth, and with other important factors, such as intelligence. Achievement in mathematics and reading was also significantly associated with intelligence scores, academic motivation, and duration of education. These findings suggest effects of improved early mathematics and reading on SES attainment across the life span.
ISSN:0956-7976
1467-9280
DOI:10.1177/0956797612466268