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Examining the influence of family socioeconomic status indicators and other family factors on children's pre-academic skills.

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Title: Examining the influence of family socioeconomic status indicators and other family factors on children's pre-academic skills.
Authors: Raščevska, Malgožata1 (AUTHOR), Surikova, Svetlana2 (AUTHOR) svetlana.surikova@lu.lv, Nīmante, Dita3 (AUTHOR), Vabale, Andra4 (AUTHOR), Helmane, Ineta5 (AUTHOR), Laganovska, Egija6 (AUTHOR)
Source: Cogent Education. Dec2025, Vol. 12 Issue 1, p1-19. 19p.
Subject Terms: *Socioeconomic status, *Literacy, *Readiness for school, *Statistical correlation, Numeracy, Regression analysis
Abstract: We examined the relationship between individual and cumulative components of family socioeconomic status (SES), controlled variables, and the development of pre-academic skills in reading, writing, and numeracy among children aged 4–6 using correlation analysis and hierarchical linear regression models. We examined two samples, comprising 1087 and 776 children, respectively. For each participant, the Parent Survey and Teacher Survey of the Early Childhood Developmental Screening Toolkit (E-BAASIK; acronym in Latvian) were completed by the children's parents and teachers, respectively. The results indicated that certain individual SES indicators, such as parental education and employment, alongside controlled variables (e.g. the child's gender, health of the child and mother, number of children in the family, and others in various combinations across skill models), weakly but significantly predicted pre-academic skills. Cumulative SES also emerged as a significant predictor in all regression models for pre-academic skills, although these models explained a slightly smaller proportion of the variance than those that incorporated individual SES components. The findings did not support the conclusion that family SES indicators are particularly useful in predicting parent- and teacher-assessed pre-academic skills, as these models showed limited strength in the socioeconomic context of Latvia. We accordingly discuss implications for stakeholders. [ABSTRACT FROM AUTHOR]
Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 190256376
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Examining the influence of family socioeconomic status indicators and other family factors on children's pre-academic skills.
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  Data: <searchLink fieldCode="JN" term="%22Cogent+Education%22">Cogent Education</searchLink>. Dec2025, Vol. 12 Issue 1, p1-19. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: We examined the relationship between individual and cumulative components of family socioeconomic status (SES), controlled variables, and the development of pre-academic skills in reading, writing, and numeracy among children aged 4–6 using correlation analysis and hierarchical linear regression models. We examined two samples, comprising 1087 and 776 children, respectively. For each participant, the Parent Survey and Teacher Survey of the Early Childhood Developmental Screening Toolkit (E-BAASIK; acronym in Latvian) were completed by the children's parents and teachers, respectively. The results indicated that certain individual SES indicators, such as parental education and employment, alongside controlled variables (e.g. the child's gender, health of the child and mother, number of children in the family, and others in various combinations across skill models), weakly but significantly predicted pre-academic skills. Cumulative SES also emerged as a significant predictor in all regression models for pre-academic skills, although these models explained a slightly smaller proportion of the variance than those that incorporated individual SES components. The findings did not support the conclusion that family SES indicators are particularly useful in predicting parent- and teacher-assessed pre-academic skills, as these models showed limited strength in the socioeconomic context of Latvia. We accordingly discuss implications for stakeholders. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/2331186X.2025.2510091
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        Text: English
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      – SubjectFull: Readiness for school
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              Text: Dec2025
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