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

Stuart J. Ritchie; Timothy C. Bates

doi:10.1177/0956797612466268

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

Stuart J. Ritchie¹; Timothy C. Bates^1,2

¹ Department of Psychology · ² Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh

Psychological Science 2013

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.

DOI: 10.1177/0956797612466268
Volume: 24 (7)
Pages: 1301-1308
Language: en
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Sources: crossref