A stressz szerepe a szocioökonómiai helyzet és a végrehajtó muködések közötti kapcsolat szempontjából gyermekkorban

Translated title of the contribution: The role of stress in the relationship between socioeconomic status and executive functions in childhood

Réka Kassai*, Judit Futó, Zsófia K. Takács

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Socioeconomically disadvantaged children lag behind in several areas of life, including the development of cognitive skills like executive functions, as compared to children living in higher social classes. It can be assumed that one of the underlying mechanisms behind this phenomenon is that these children are exposed to an increased amount of adverse stress throughout their lives. The aim of the present study was to examine the relationship between the components of socioeconomic status and executive functions in a Hungarian sample of preschool children, and the role of cortisol hormone levels (as an indicator of stress) in this regard. 

Methods: We recruited a socioeconomically diverse sample of children from four different preschools. The analyses reported in the present study were performed based on data from 76 participants (45 male, 31 female, age range 52-83 months, mean age 70,85 months). Information regarding the socioeconomic status was collected from parents by questionnaires, children's executive functions were measured by computerized neuropsychological tests (Corsi Block, Go/No-Go, Hearts and Flowers), and their stress level was assessed by cortisol hormone levels from saliva samples (morning sampling, measured by ELISA method). 

Results: Our results are in line with previous findings showing that it is only parental education that has a significant relationship with the executive functions of children, while family income does not. In addition, cortisol hormone levels were found to partially mediate the relationship between parental educational level and children's executive function capacities. 

Conclusions: We can conclude that increased stress is one of the mechanisms through which socioeconomic status influences children's cognitive skills, but other factors may also be determinants.

Translated title of the contributionThe role of stress in the relationship between socioeconomic status and executive functions in childhood
Original languageHungarian
Pages (from-to)495-513
Number of pages19
JournalMagyar Pszichologiai Szemle
Volume76
Issue number3-4
DOIs
Publication statusPublished - 31 Jan 2022

Keywords

  • cortisol
  • executive functions
  • preschoolers
  • socioeconomical status

Fingerprint

Dive into the research topics of 'The role of stress in the relationship between socioeconomic status and executive functions in childhood'. Together they form a unique fingerprint.

Cite this