Abstract: China has now embarked on the new journey of rural revitalization from poverty eradication to the elimination of absolute poverty. Thus, how to comprehensively and effectively measure the rapidly changing environment after poverty eradication, investigate the negative impact of potential poverty on children's cognitive development, and reveal its internal mechanisms have become important scientific issues at present. Therefore, this project intends to systematically examine the impact of experiencing multidimensional poverty on school-age children's executive function and explore its mechanisms based on scarcity mindset. First, with the current income of poverty-stricken families exceeding the poverty line, there are several potential poverty subordinate conditions that require consideration and could construct a dynamic poverty model under the context of rural revitalization. Thus, it is necessary to summarize the meaning of multidimensional poverty comprehensively and examine the impact of the transformation of poverty dimensions on children's executive function over a long time span. Second, as much attention has been paid to the environment or individual characteristics in explaining poverty in previous studies, the perception of poverty has always been ignored despite its leading role in children’s development. In fact, based on the implicit theory, the perception will gradually form a specific mindset which allows individuals to organize and encode information in terms of life experiences and often leads their development. However, the role of scarcity in children is still unclear. Accordingly, this study extends the findings of previous work on scarcity theory in younger Chinese samples to explain the adverse effects of poverty on executive function and reveals the internal mechanisms underlying the scarcity mindset. Specifically, this project includes four studies. Study 1 proposes a multidimensional overlapping deprivation analysis method to assess children's poverty experiences and examines the effect of multi-poverty and its changing patterns over time on executive function using potential transition analysis. Study 2 intends to clarify the moderating role of scarcity on the relation between poverty and executive function in a sample of school-aged children through a moderation-of-process design. Based on the results above, Study 3 ties to explore the multiple attention mechanisms of scarcity between poverty and decreased executive function for confused components (i.e., selective attention and sustained attention) in the attention process. To better understand scarcity mindset, which is a more generalized mindset or primed state for children in poverty, study 4 will use fMRI to explore the neural mechanisms of scarcity under different scarcity priming conditions.
Overall, considering the profound impact of early child development, education should parallel poverty reduction and sustainable development. China is now still exploring a path at this stage that corresponds with its own national conditions and is suitable for preventing children from returning to poverty when they grow up. This not only requires the improvement of material environments but also the consideration of psychological aspects to ensure the healthy development of children who have experienced poverty. Therefore, this study creatively starts from children’s initiative in understanding and constructing the world, not only broadens the perception of children’s experiences in poverty but also fills the gap that often considers economic background while ignoring the subject’s interaction with the environment. In addition, the results of attention and neural mechanisms of poverty and decreased executive function help distinguish the key attention components of scarcity, providing scientific evidence for precise interventions. Thus, in future education, this study provides a new perspective that changing the scarcity mindset could alleviate the cognitive impairment of children in poverty. Combined with the characteristics of children's development, corresponding intervention courses could be designed for schools that allow impoverished children to experience and grow in actual participation and serve the construction of rural revitalization in China.

Key words: children in poverty, scarcity mindset, executive function