Family Socioeconomic Status and Adolescents’ Academic Achievement: The Moderating Roles of Subjective Social Mobility and Attention

2020 ◽  
Vol 49 (9) ◽  
pp. 1821-1834 ◽  
Author(s):  
Feng Zhang ◽  
Ying Jiang ◽  
Hua Ming ◽  
Chunyan Yang ◽  
Silin Huang
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Social Mobility ◽  
Family Socioeconomic Status

The Mediating Effect of Pupils’ Physical Fitness on the Relationship Between Family Socioeconomic Status and Academic Achievement in a Danish School Cohort

2019 ◽  
Vol 49 (8) ◽  
pp. 1291-1301 ◽  
Author(s):  
Mikkel Porsborg Andersen ◽  
Linda Valeri ◽  
Liis Starkopf ◽  
Rikke Nørmark Mortensen ◽  
Maurizio Sessa ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Physical Fitness ◽  
Mediating Effect ◽  
Family Socioeconomic Status ◽  
Danish School ◽  
The Relationship

scholarly journals Family and Personal Correlates of Academic Achievement

2001 ◽  
Vol 88 (2) ◽  
pp. 533-547 ◽  
Author(s):  
Francisco-Juan García Bacete ◽  
Jesús Rosel Remírez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Academic Performance ◽  
Parental Involvement ◽  
Structural Equations ◽  
Family Socioeconomic Status ◽  
School Activities ◽  
Academic Activities ◽  
The Family ◽  
Parents Involvement

Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents’ Subjective Social Mobility

2021 ◽  
pp. 027243162110022
Author(s):  
Feng Zhang ◽  
Ying Jiang ◽  
Silin Huang ◽  
Hua Ming ◽  
Yi Ren ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Social Mobility ◽  
Mediating Effects ◽  
Family Socioeconomic Status ◽  
School Based ◽  
Home Based ◽  
Moderating Role ◽  
Family Ses

The correlations between a low family socioeconomic status (SES) and adolescents’ poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated with adolescents’ academic achievement are not well understood. Therefore, this study examined the mediating roles of different types of parental involvement (i.e., parental school-based involvement, academic socialization, and home-based involvement) and the moderating role of adolescents’ subjective social mobility in the relationships between family SES and academic achievement by using multisource data. The valid sample consisted of 842 adolescents ([Formula: see text] = 12.28 years, 40.97% girls) who were recruited from five township public schools in China. The results indicated that all three types of parental involvement partially mediated the relationships between family SES and adolescents’ Chinese and math achievement; parental school-based involvement had the strongest mediating effects, followed by academic socialization, and home-based involvement had the lowest mediating effects. Moreover, the path from parental home-based involvement to Chinese achievement in the mediation model was moderated by the adolescents’ subjective social mobility. In conclusion, parental involvement is an important mediating mechanism through which a low family SES impedes adolescents’ academic achievement, and adolescents’ subjective social mobility can play a buffering role in the relationship between parental home-based involvement and Chinese achievement.

Family Socioeconomic Status, Educational Expectations, and Academic Achievement Among Chinese Rural-to-Urban Migrant Adolescents: The Protective Role of Subjective Socioeconomic Status

2020 ◽  
pp. 027243162098345
Author(s):  
Yi Ren ◽  
Feng Zhang ◽  
Ying Jiang ◽  
Silin Huang
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Protective Factor ◽  
Educational Expectations ◽  
Family Socioeconomic Status ◽  
Urban Migrant ◽  
Migrant Adolescents ◽  
The Relationship ◽  
Subjective Ses ◽  
Family Ses

The adverse impact of a low family socioeconomic status (SES) on rural-to-urban migrant children’s academic achievement has been widely demonstrated. However, knowledge regarding the mechanisms underlying this relationship is limited. The current study aimed to examine the potential mediating effects of educational expectations and the moderating effects of subjective SES on the relationship between family SES and academic achievement among Chinese rural-to-urban migrant adolescents. A sample of 321 rural-to-urban migrant adolescents (48.2% girls; mean age = 11.73 years, SD = 1.16 years) was recruited in China. The results indicated that migrant adolescents’ educational expectations mediated the relationship between family SES and academic achievement. In addition, the link between family SES and educational expectations was weak among adolescents with higher levels of subjective SES. These findings suggest that subjective SES serves as a protective factor buffering the negative effects of a low family SES on migrant adolescents’ academic achievement through educational expectations.

Family socioeconomic status and parental expectations affect mathematics achievement in a national sample of Chilean students

2020 ◽  
pp. 016502542096573
Author(s):  
Marine Hascoët ◽  
Valentina Giaconi ◽  
Ludivine Jamain
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Academic Success ◽  
Mathematics Achievement ◽  
Longitudinal Design ◽  
Parental Expectations ◽  
Value Theory ◽  
Self Concept ◽  
Expectancy Value ◽  
Family Socioeconomic Status

Family socioeconomic status (SES) has a significant influence on children’s academic success and is related to parents’ attitudes toward education. Moreover, according to the expectancy-value theory, parental expectations are linked to their children’s perceptions of school, which, in turn, influences the way their children invest themselves in education. In this study, we aimed to test a part of the theorical expectancy-value family socialization model that links family SES and parental expectations and explore their influences on children’s mathematics self-concept and achievement. This study was conducted in the Chilean context, which is characterized by strong neoliberal educational policies that induce a strong relationship between family economic resources and children’s educational trajectories. We utilized a longitudinal design, and our study sample ( N = 157,814 Chilean students) came from a national assessment that was conducted from 2007 to 2013 when students were in their 4th, 8th, and 10th grades. Our results showed that, while controlling for children’s previous mathematics achievement, their final mathematics achievement was influenced by children’s mathematics self-concept, the family socioeconomic and educational context, and parental expectations regarding their children’s academic achievement. Our findings also highlighted that Chilean parents base their expectations on parents’ capacity to support their children’s education as much as on their children’s previous academic achievement.

scholarly journals Genetic nurture effects on education: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Biyao Wang ◽  
Jessie R. Baldwin ◽  
Tabea Schoeler ◽  
Rosa Cheesman ◽  
Wikus Barkhuizen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Socioeconomic Status ◽  
Social Mobility ◽  
Educational Outcomes ◽  
Educational Development ◽  
Meta Analysis ◽  
Genetic Transmission ◽  
Family Socioeconomic Status ◽  
Mothers And Fathers ◽  
Intergenerational Cycle

AbstractChild educational development is associated with major psychological, social, economic and health milestones throughout the life course. Understanding the early origins of educational inequalities and their reproduction across generations is therefore crucial. Recent genomic studies provide novel insights in this regard, uncovering “genetic nurture” effects, whereby parental genotypes influence offspring’s educational development via environmental pathways rather than genetic transmission. These findings have yet to be systematically appraised. We conducted the first systematic review and meta-analysis to quantify genetic nurture effects on educational outcomes and investigate key moderators. Twelve studies comprising 38,654 distinct parent(s)-offspring pairs or trios from eight cohorts were included, from which we derived 22 estimates of genetic nurture effects. Multilevel random effects models showed that the effect of genetic nurture on offspring’s educational outcomes (βgenetic nurture = 0.08, 95% CI [0.07, 0.09]) was about half the size of direct genetic effects (βdirect genetic = 0.17, 95% CI [0.13, 0.20]). Maternal and paternal genetic nurture effects were similar in magnitude, suggesting comparable roles of mothers and fathers in determining their children’s educational outcomes. Genetic nurture effects were largely explained by parental educational level and family socioeconomic status, suggesting that genetically influenced environments play an important role in shaping child educational outcomes. Even after accounting for genetic transmission, we provide evidence that environmentally mediated parental genetic influences contribute to the intergenerational transmission of educational outcomes. Further exploring these downstream environmental pathways may inform educational policies aiming to break the intergenerational cycle of educational underachievement and foster social mobility.Public Significance StatementThis meta-analysis demonstrates that parents’ genetics influence their children’s educational outcomes through the rearing environments that parents provide. This “genetic nurture” effect is largely explained by family socioeconomic status and parental education level, is similar for mothers and fathers (suggesting that both parents equally shape their children’s educational outcomes) and is about half the size of direct genetic effects on children’s educational outcomes. Interventions targeting such environmental pathways could help to break the intergenerational cycle of educational underachievement and foster social mobility.

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