Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long‐term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES‐related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school‐ and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher–student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES‐related cognitive and educational disparities.

中文翻译：

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社会经济地位与青年认知功能、语言能力和学业成绩的关联：机制和保护因素的系统评价


低社会经济地位 （SES） 与儿童的认知和学习成绩呈负相关，导致长期的教育和经济差异。特别是，SES 是执行功能 （EF）、语言能力和学业成绩的有力预测指标。尽管有广泛的研究记录了这些领域中与 SES 相关的差异，但我们对这些关联背后的机制和可能缓解这些关系的因素的理解是有限的。本系统综述旨在确定 SES 与 EF、语言能力和学术成就相关的中介和调节因素。我们的综合揭示了学校和社区层面的压力、支持、刺激和更广泛的背景因素是这些关联的重要中介和保护因素。特别是，认知刺激介导了 SES 与 EF 、语言能力和学业成绩的关联。教育期望、课堂和学校环境以及师生关系在 SES 与学术成就的关联中也起着关键作用。此外，学前班出勤率、家庭学习活动和父母支持等因素缓冲了低 SES 与较低认知和语言结局之间的关联。我们在可能有助于减少 SES 相关认知和教育差异的干预措施的背景下讨论这些发现。