Cognitive Performance in Childhood: Mother and Urban Environment Make the Difference

• Autor(a) principal: Alves, Ana Filipa
• Data de Publicação: 2017
• Outros Autores: Lemos, Gina C., Brito, Lurdes, Martins, Ana A., Almeida, Leandro S.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/18218
• topic: Psicologia da Educação; Desenvolvimento intelectual; Aptidão cognitiva; Aprendizagem; Fatores socioculturais; Nível socioeconômico; Intellectual development; Cognitive ability; Learning; Sociocultural factors; Socioeconomic status

Despite the controversies over the concept and evaluation of intelligence, cognitive achievement plays afundamental role in educational context, and multiple factors are related to it. The current study uses a random and representative sample of 1201 2nd grade children from Portuguese public schools, between 9 and 14 years old. This study aims to discuss the impact of social and familial variables (mother and father’s jobs, mother and father’s educational level, and urban or rural environment of belonging). The results highlight the importance of social and familial variables as an explanation to students’ cognitive achievement, with great relevance to mother’s educational level and urban environment of belonging. Practical considerations aiming a better equity in educational system are presented.