Socioeconomic status effects on children's creativity: The mediating role of executive functions

Abstract

The aim of the present study was to examine the relationship between socioeconomic status (SES), executive functions (EF) and creativity in school-aged children, further exploring the mediating role of EF between SES and creativity. The sample consisted of 304 boys and girls (108 children of low-SES and 196 of medium-SES) between 9 and 12 years old (M = 10.49, SD = 1.10). Correlational analyses revealed associations among SES, EF (i.e., working memory, cognitive flexibility and inhibition) and creativity. Structural equation modeling (SEM) results showed direct effect of SES on both, EF and creativity, and an indirect effect of SES on creativity through working memory and spontaneous cognitive flexibility. We discuss the implications of the study based on the importance of promoting resilience resources, such as creativity and EF as protective factors that allow overcome adverse conditions in contexts of social vulnerability.