Dimensions of Causality as a Function of Socioeconomic Status in a Sample of Portuguese Adolescents

2004 ◽  
Vol 94 (3) ◽  
pp. 827-832
Author(s):  
Luísa Faria
Keyword(s):  
Socioeconomic Status ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
The Other ◽  
Three Dimensions ◽  
High Socioeconomic Status ◽  
School Students ◽  
Locus Of Causality ◽  
Low Socioeconomic ◽  
Portuguese Adolescents

This study explored dimensions of locus of causality, stability, and controllability, of several sources for success and failure, classified by subjects as a function of their socioeconomic status. The sample included 1,320 Portuguese high school students, from high, middle, and low socioeconomic status who classified 17 causes for success and failure according to their meaning on the three dimensions. Analysis showed students from families of low socioeconomic status perceived causes related to ability, effort, and motivation as more unstable than subjects from families of middle and high socioeconomic status, and students from families of high socioeconomic status perceived causes related to ability as more internal than the other two groups.

scholarly journals COVID-19 within families amplifies the prosociality gap between adolescents of high and low socioeconomic status

2021 ◽  
Vol 118 (46) ◽  
pp. e2110891118
Author(s):  
Camille Terrier ◽  
Daniel L. Chen ◽  
Matthias Sutter
Keyword(s):  
Socioeconomic Status ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
Noncognitive Skills ◽  
Low Ses ◽  
Life Outcomes ◽  
School Students ◽  
Low Socioeconomic ◽  
Market Effects ◽  
Low Ses Students

COVID-19 has had worse health, education, and labor market effects on groups with low socioeconomic status (SES) than on those with high SES. Little is known, however, about whether COVID-19 has also had differential effects on noncognitive skills that are important for life outcomes. Using panel data from before and during the pandemic, we show that COVID-19 affects one key noncognitive skill, that is, prosociality. While prosociality is already lower for low-SES students prior to the pandemic, we show that COVID-19 infections within families amplify the prosociality gap between French high school students of high and low SES by almost tripling its size in comparison to pre–COVID-19 levels.

Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 87 (2) ◽  
pp. 243-282 ◽  
Author(s):  
Jens Dietrichson ◽  
Martin Bøg ◽  
Trine Filges ◽  
Anne-Marie Klint Jørgensen
Keyword(s):  
Systematic Review ◽  
Socioeconomic Status ◽  
Middle School Students ◽  
Low Socioeconomic Status ◽  
Educational Achievement ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
Low Socioeconomic ◽  
Elementary And Middle School

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.

scholarly journals Perceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic status

2017 ◽  
Vol 25 (2) ◽  
pp. 438-455 ◽  
Author(s):  
Nicola McWhannell ◽  
Carmel Triggs ◽  
Samantha Moss
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Primary School ◽  
Low Socioeconomic Status ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Depth Information ◽  
High Socioeconomic Status ◽  
Low Socioeconomic

Children in areas of low socioeconomic status might face barriers to physical activity during school playtime in comparison to their high socioeconomic status counterparts. However, limited research within the area currently prevents evidence-based interventions from being targeted appropriately. This exploratory study aimed to assess and compare playtime physical activity levels and perceptions of physical activity in primary school children from two schools of different socioeconomic status. Fifty-three children wore an accelerometer during playtime for three school days while 33 children participated in single-sex focus groups to elicit their experiences of physical activity during playtime. Results revealed that children from the low socioeconomic status school spent more time in sedentary activities ( P = 0.001) and spent less time in moderate and moderate to vigorous physical activity ( P = 0.001) than children from the high socioeconomic status school. Despite some between-school similarities in their perceptions of physical activity, differences resonated in their reasons for taking part in physical activity, perceptions of the play environment and ideas to improve physical activity. These findings contribute to current research and provide in-depth information from active users of the play environment that could be useful to inform new interventions for schools of varying socioeconomic status.

How communication with teachers, family and friends contributes to predicting climate change behaviour among adolescents

2017 ◽  
Vol 45 (2) ◽  
pp. 183-191 ◽  
Author(s):  
RENE X. VALDEZ ◽  
M. NILS PETERSON ◽  
KATHRYN T. STEVENSON
Keyword(s):  
Climate Change ◽  
Socioeconomic Status ◽  
North Carolina ◽  
Low Socioeconomic Status ◽  
Future Climate Change ◽  
School Students ◽  
Low Socioeconomic ◽  
Knowledge Based ◽  
Climate Change Concern ◽  
Item Scale

SUMMARYEngaging adolescents is critical to encouraging future climate change adaptation and mitigation behaviours. Adolescents are typically more receptive to climate change messages than adults, but educators and communicators need research-based strategies for optimizing engagement, including information about what factors are most influential in changing behaviours. To better understand how communication with teachers, friends and family, climate change knowledge and climate change concern predict climate change behaviour, we administered a survey to a random sample of middle school students in North Carolina, USA (n = 1371). We measured climate change behaviour with a multi-item scale asking respondents about energy conservation, alternative transportation and engagement with environmental issues. We found that climate change concern and discussing climate change with family and friends predicted climate change behaviour. We also found that students from urban, high socioeconomic status schools were more likely to engage in climate change behaviour than students in urban, low socioeconomic status schools or rural schools. These results suggest that education efforts should leverage communication with family and friends in programming designed to encourage climate change behaviour. Further, efforts to promote climate change behaviour among low socioeconomic status urban and rural adolescents may be warranted, but would benefit from further investigation into the ideological, physical and knowledge-based drivers of behaviour differences documented in this study.

BELIEF IN A JUST WORLD OR SELF-SERVING STRATEGY?

2000 ◽  
Vol 28 (2) ◽  
pp. 119-123 ◽  
Author(s):  
Laurent BèGue ◽  
Vincent Fumey
Keyword(s):  
Socioeconomic Status ◽  
Experimental Design ◽  
Low Socioeconomic Status ◽  
Social Power ◽  
Just World ◽  
High Socioeconomic Status ◽  
Low Socioeconomic ◽  
The Social ◽  
The World

This study was conducted to examine the role of the individual's social power on endorsement of belief in a just world in the social domain. We hypothesized that the greater social power an individual has, the stronger the belief which s/he has in a just world. One hundred subjects of low or high socioeconomic status were randomly given low or high diagnosis of their social power after having completed a test which was presented as an evaluation of their actual and future social power in the socioprofessional domain. Results showed that subjects with low socioeconomic status believed that the world was less just in the low social power diagnosis condition than in the high one, while the belief in a just world of subjects with high socioeconomic status was not significantly affected by the experimental design.

The STEM Selfing Process: Nondigital and Digital Determinants of Aspirational STEM Futures

2020 ◽  
Vol 64 (7) ◽  
pp. 950-972
Author(s):  
Laura Robinson
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Low Socioeconomic Status ◽  
Regression Models ◽  
Identity Work ◽  
Public High School ◽  
School Students ◽  
Low Socioeconomic ◽  
Logistic Regression Models

This article takes a fresh approach to analyzing the nondigital and digital sources of STEM (science, technology, engineering, and math) intent among low–socioeconomic status (SES) high school students attending a Title I public high school in agricultural California. Through a hybrid quantitative–qualitative analysis of data, STEM intent is examined vis-à-vis the selfing process. STEM intent is conceptualized as the product of identity work that can be supported by digital engagements of diverse types. STEM identity is built and reinforced by exposure to digital resources at home, aspirations related to computer programming, and digital activities, particularly programming and/or gaming for at least one hour per week. The linkages are demonstrated quantitatively through logistic regression models and qualitatively with excerpts from in-depth interviews with matched STEM intent students. The regression models show that both nondigital factors and digital engagements influence the odds of expressing STEM intent among high school seniors. As the qualitative analysis demonstrates, these determinants are intimately linked to identity work in which STEM intent students imagine themselves as creators in STEM fields. Digital engagements such as programming, gaming, and internet exposure all play a crucial part in the STEM selfing process in which students imagine their future STEM selves by bringing to life the role of STEM creator. In the article’s concluding discussion these findings are developed in a new theoretical direction as evidence for the agentic technological self.

scholarly journals Contextual factors in substance use: A study of suburban and inner-city adolescents

1999 ◽  
Vol 11 (4) ◽  
pp. 845-867 ◽  
Author(s):  
SUNIYA S. LUTHAR ◽  
KAREN D'AVANZO
Keyword(s):  
Substance Use ◽  
High School Students ◽  
Inner City ◽  
Low Socioeconomic Status ◽  
Externalizing Problems ◽  
Peer Acceptance ◽  
Classroom Behaviors ◽  
School Students ◽  
Low Socioeconomic ◽  
Internalizing And Externalizing

Objectives in this research were to examine contextual differences in correlates of substance use among high school students. The focus was on two broad categories of adjustment indices: personal psychopathology (internalizing and externalizing problems) and behaviors reflecting social competence (academic achievement, teacher-rated classroom behaviors, and peer acceptance or rejection). Associations between drug use and each of these constructs were examined in two sociodemographically disparate groups: teens from affluent, suburban families (n = 264), and low socioeconomic status adolescents from inner-city settings (n= 224). Results indicated that suburban youth reported significantly higher levels of substance use than inner-city youth. In addition, their substance use was more strongly linked with subjectively perceived maladjustment indices. Comparable negative associations involving grades and teacher-rated behaviors were found in both groups, and among suburban males only, substance use showed robust positive associations with acceptance by peers. Results are discussed in terms of developmental perspectives on adolescent deviance, contextual socializing forces, and implications for preventive interventions and treatment.

Dream Recall Frequency by Socioeconomic Status of Chinese Students

2007 ◽  
Vol 105 (2) ◽  
pp. 636-638 ◽  
Author(s):  
Michael Schredl
Keyword(s):  
Socioeconomic Status ◽  
Analysis Of Variance ◽  
Low Socioeconomic Status ◽  
Chinese Students ◽  
Socioeconomic Background ◽  
Dream Recall ◽  
High Socioeconomic Status ◽  
Present Sample ◽  
Low Socioeconomic ◽  
Dream Recall Frequency

Whereas the effect of sex and age on dream recall have been studied widely, socioeconomic status has rarely been investigated. However, two studies reported that higher socioeconomic status was related to greater frequency of dream recall. In the present sample of 612 Chinese students from three different schools, one elite (high socioeconomic status), one rural (low socioeconomic status) and one intermediate, analysis of variance indicated no significant association between frequency of dream recall and socioeconomic status. Researchers could investigate whether “dream socialization,” e.g., encouragement of a child to remember his dreams, depends on socioeconomic background, whether these processes are mediated by culture.

scholarly journals Effect of Socio Economic Status on Academic Performance of Secondary School Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Mushtaq Ahmad Bhat ◽  
Dr. Jyotsna Joshi ◽  
Irfan Ahmad Wani
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Secondary School ◽  
Low Socioeconomic Status ◽  
Secondary School Students ◽  
Economic Status ◽  
School Students ◽  
Low Socioeconomic ◽  
Socio Economic Status ◽  
Significant Difference

Aim: – The most important task of the educational system is to prepare students to acquire knowledge and career and cognitive skills to enter the community. Therefore, identifying the factors leading to the students’ academic achievement is very important. The present study aimed to investigate the relationship between socio economic status and academic achievement of secondary school students belonging to different educational zones of Ganderbal district of Jammu and Kashmir State. Methods: – This descriptive analytical study was done on 120 students of secondary Schools in 2012-13 through random sampling. Socio economic status scale constructed and standardized by Rajbir Singh et al., and Previous Academic Progress Record from schools were used to collect data. Data were analyzed by using Mean, S.D, M.D and students t-test. Results: – Result proves it beyond any shadow of doubt that there is a significant difference in the academic achievement of high socioeconomic status of students in comparison to low socioeconomic status of students. Significant differences were found between the students with (high and low) and (high and middle) socioeconomic status. On the other hand insignificant difference was found between the students with middle and low socioeconomic status in respect to academic achievement.

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