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Peer-reviewedCC BYDevelopmental science

Executive Functions Among Kindergarteners in the Capital of Laos: Relations with Socialization Practices and Later Mathematics Skills.

  • Yoko Kajiyama1
  • Yusuke Takahashi2
  • Yusuke Moriguchi1
  1. 1Graduate School of Letters, Kyoto University, Kyoto, Japan.
  2. 2Graduate School of Education, Kyoto University, Kyoto, Japan.
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Abstract

Executive functions (EFs), conceptualized as conscious, goal-directed control processes of thought, action, and emotion, develop rapidly during early childhood and predict various developmental outcomes. Previous research has linked socialization practices to early EFs and EFs to mathematics achievement, yet has largely focused on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) contexts. This study examined EFs' associations with socialization practices and later mathematics skills in the capital of Laos, a rapidly shifting sociodemographic context within a United Nations-designated least-developed, agricultural, and traditionally collectivistic country. In Study 1, 66 kindergarteners (Mage = 54.8 months) performed EF and language tasks, and their caregivers reported on socialization practices (autonomy support and intrusive control). In Study 2, 35 children were followed up one year later to assess their mathematics performance. The results showed that kindergarteners' EFs predicted later mathematics skills, providing additional evidence consistent with the possibility that this association extends across diverse sociodemographic contexts, while offering essential baseline data to support local mathematics education. In contrast, moderate evidence for a null association of intrusive control and anecdotal evidence for a negative association of autonomy support with children's EFs were found, consistent with the possibility that socialization-EF relations may vary across sociocultural contexts rather than following universal patterns. Together, these findings suggest that EFs represent an important cognitive capacity for later mathematics achievement, tentatively highlighting the value of considering sociocultural contexts when modeling early socialization-EF relations.

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Cite

BibTeXRIS
BibTeX
@article{kajiyama2026executive,
  title = {{Executive Functions Among Kindergarteners in the Capital of Laos: Relations with Socialization Practices and Later Mathematics Skills.}},
  author = {Yoko Kajiyama and Yusuke Takahashi and Yusuke Moriguchi},
  journal = {Developmental science},
  year = {2026},
  month = nov,
  doi = {10.1111/desc.70302},
  url = {https://europepmc.org/article/MED/42973410},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Executive Functions Among Kindergarteners in the Capital of Laos: Relations with Socialization Practices and Later Mathematics Skills.
AU  - Yoko Kajiyama
AU  - Yusuke Takahashi
AU  - Yusuke Moriguchi
PY  - 2026
DA  - 2026/11/03
JO  - Developmental science
DO  - 10.1111/desc.70302
UR  - https://europepmc.org/article/MED/42973410
AB  - Executive functions (EFs), conceptualized as conscious, goal-directed control processes of thought, action, and emotion, develop rapidly during early childhood and predict various developmental outcomes. Previous research has linked socialization practices to early EFs and EFs to mathematics achievement, yet has largely focused on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) contexts. This study examined EFs' associations with socialization practices and later mathematics skills in the capital of Laos, a rapidly shifting sociodemographic context within a United Nations-designated least-developed, agricultural, and traditionally collectivistic country. In Study 1, 66 kindergarteners (Mage = 54.8 months) performed EF and language tasks, and their caregivers reported on socialization practices (autonomy support and intrusive control). In Study 2, 35 children were followed up one year later to assess their mathematics performance. The results showed that kindergarteners' EFs predicted later mathematics skills, providing additional evidence consistent with the possibility that this association extends across diverse sociodemographic contexts, while offering essential baseline data to support local mathematics education. In contrast, moderate evidence for a null association of intrusive control and anecdotal evidence for a negative association of autonomy support with children's EFs were found, consistent with the possibility that socialization-EF relations may vary across sociocultural contexts rather than following universal patterns. Together, these findings suggest that EFs represent an important cognitive capacity for later mathematics achievement, tentatively highlighting the value of considering sociocultural contexts when modeling early socialization-EF relations.
SN  - 1363-755X
SN  - 1467-7687
ER  -