Relation of Scores on Davis-Eells Games to Socio-Economic Status, Intelligence Test Results, and School Achievement

The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is “causally predominant” over self-concept of academic ability. Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

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Korepetycje – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji

10.31338/2657-6007.kp.2021-1.4 ◽

2021 ◽

pp. 72-85

Author(s):

Aleksandra Jasińska-Maciążek

Keyword(s):

Elementary Schools ◽

Formal Education ◽

Positive Impact ◽

Economic Status ◽

School Achievement ◽

Private Tutoring ◽

Seventh Graders ◽

Socio Economic Status ◽

Public Elementary Schools ◽

Private Tuition

Popularity of private tutoring stems from a belief in its positive impact on academic achievement, even though research does not provide any clear evidence of its effectiveness. The effects of out-of-school tuition may be conditioned by various environmental factors, which is why it is important to monitor the phenomenon and its consequences for local education systems. The aim of the study was to evaluate the prevalence, determinants and effects of private tutoring among seventh-graders of public elementary schools in Ostrołęka. The study involved 400 pupils (84% of the population) and 371 of their parents (78% of the population), using school achievement tests and a questionnaire for parents. The results showed that paid private tuition is not an effective strategy of supporting students in school difficulties. Pupils who were provided with private tutoring in fact had average lower scores in end-of-year maths tests, compared to students with similar end-of-term grades and socio-economic status who had to do without this form of support. The results should encourage a more attentive monitoring of the quality and effects of private tutoring and also of the role played by this form of support in the achievement of students who experience varying degrees of school difficulties. The study has showed that perhaps other methods of providing support to such students should be sought, including those more closely linked to the formal education system.

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Analisis hubungan karies gigi dan status gizi anak usia 10-11 tahun di SD Athirah, SDN 1 Bawakaraeng dan SDN 3 Bangkala

Journal of Dentomaxillofacial Science ◽

10.15562/jdmfs.v6i2.179 ◽

2007 ◽

Vol 6 (2) ◽

pp. 78

Author(s):

Asmawati Asmawati ◽

Fransario A. Pasolon

Keyword(s):

Elementary Schools ◽

Dental Caries ◽

Economic Status ◽

Nutrition Status ◽

Tooth Decay ◽

School Age ◽

Test Results ◽

Chi Square ◽

Socio Economic Status ◽

Chi Square Test

Tooth decay is a serious problem in health of tooth and oral inIndonesia with finite prevalence up to 90.05% mainly at school age ofchildren. Tooth decay can be caused by various factors, such asmicroorganism, food, tooth, saliva, and time, and supported by variousother factors like race, age, gender, and genes. Children's dental cariesis frequently caused by the habit to consume food cariogenic whichdoes not only affect tooth but also the nutrition status of child. The aim of this analytic observational study was to know the prevalenceof tooth decay, nutrition status, and the relation of dental caries andnutrition status at school age child ( 0.05 . This study involved 180samples (60 samples from SD Athirah, SDN 1 Bawakaraeng, and SDN3 Bangkala respectively). These three elementary schools in wereselected based on their socio-economic status. SD Athirah representsthe high socio economic status, SDN 1 Bawakaraeng the middle socioeconomicstatus,and SDN 3 Bangkala the lowest status. Dental cariesstatus was investigated with DMF-T index and nutrition status with BM/Aindex. Data were analyzed using chi-square test. Results of the studywere as follows from the three schools, only SD Athirah shows relationbetween dental caries and nutrition status with its significance value0.009 (p<0.05). no significance relation between dental caries andnutrition status at SDN 1 Bawakaraeng with p=0.536 (p>0.05). Thesimilar relation was found at SDN 3 Bangkala with p= 0.926 (p>0.05).

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Relationship of Adolescent Problems to Sex, Socio-economic Status, School Achievement, Intelligence Quotient, and Grade

Psychological Reports ◽

10.2466/pr0.1976.39.3f.1137 ◽

1976 ◽

Vol 39 (3_suppl) ◽

pp. 1137-1138 ◽

Cited By ~ 4

Author(s):

Beverley Pearse ◽

David J. Chabassol

Keyword(s):

Secondary School ◽

Intelligence Quotient ◽

Economic Status ◽

School Achievement ◽

Significant Degree ◽

Self Disclosure ◽

Socio Economic Status ◽

Potential Problems ◽

Relationship Of

This study attempted to identify factors related to problems reported by adolescents. 250 secondary school Ss rank ordered 15 potential problems and also completed a self-disclosure inventory of adolescent concerns. Data were obtained on the Ss' sex, socio-economic status, school achievement, intelligence quotient, and grade. None of the variables considered were, to any significant degree, related to the problems reported by the Ss.

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Socio-Economic Status and Race as Factors in Infant Intelligence Test Scores

Child Development ◽

10.2307/1126235 ◽

1951 ◽

Vol 22 (4) ◽

pp. 271 ◽

Cited By ~ 9

Author(s):

A. R. Gilliland

Keyword(s):

Test Scores ◽

Economic Status ◽

Intelligence Test ◽

Socio Economic Status ◽

Intelligence Test Scores

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The social-origin gap in university graduation by gender and immigrant status: a cohort analysis for Switzerland

Longitudinal and Life Course Studies ◽

10.1332/175795920x16034769228656 ◽

2020 ◽

Author(s):

Benita Combet ◽

Daniel Oesch

Keyword(s):

Cohort Study ◽

Graduation Rates ◽

Economic Status ◽

School Achievement ◽

Cohort Analysis ◽

Compulsory Education ◽

Social Origin ◽

Socio Economic Status ◽

Percentage Points ◽

The One

A large literature shows that families with more resources are able to provide better learning environments and make more ambitious educational choices for their children. At the end of compulsory education, the result is a social-origin gap in school-track attendance and learning outcomes. Our paper analyses whether this gap further widens thereafter for children with comparable school achievement, and whether the gap varies by gender and migrant status. We examine graduation rates from higher education by combining a cohort study from Switzerland with a reweighting method to match students on their school track, grades, reading literacy and place of residence at the end of compulsory school. The one observed feature that sets them apart is their parents’ socio-economic status. When analysing their graduation rates 14 years later at the age of 30, we find a large social-origin gap. The rate of university completion at age 30 is 20 percentage points higher among students from the highest socio-economic status quartile than among students from the lowest quartile, even though their school abilities were comparable at age 16. This gap appears to be somewhat smaller among women than men, and among natives than migrants, but differences are not statistically significant. For men and women, migrants and natives alike, abundant parental resources strongly increase the likelihood of university graduation in Switzerland. Key messages <ul><li>A unique cohort study allows us to follow youth through education from ages 16 to 30.</li> <li>For youth with the same academic achievement at age 16, university graduation differs widely by class origin.</li> <li>At 30, the gap in university graduation is over 20 percentage points between the most and least advantaged youth.</li> <li>Yet there is no social-origin gap for completion of universities of applied sciences.</li></ul>

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Education of Roma and Educational Resilience in Hungary

Social and Economic Vulnerability of Roma People ◽

10.1007/978-3-030-52588-0_6 ◽

2021 ◽

pp. 79-95

Author(s):

Z. Attila Papp ◽

Eszter Neumann

Keyword(s):

New York ◽

Economic Status ◽

School Achievement ◽

Children And Youth ◽

Structural Constraints ◽

Ethnic Segregation ◽

Socio Economic Status ◽

American Psychologist ◽

Ecological Theories ◽

Status Index

AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.

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