Family wealth and school grades in Norway: exploring how immediate and extended family wealth matters for children’s school performance

2017 ◽  
pp. 136-158 ◽  
Author(s):  
Øyvind N. Wiborg
Keyword(s):  
School Performance ◽  
Extended Family ◽  
School Grades ◽  
Family Wealth

scholarly journals Social origin and the ability to self-evaluate school performance accurately

2017 ◽  
Author(s):  
Benjamin Rosche
Keyword(s):  
Theoretical Model ◽  
Empirical Study ◽  
School Performance ◽  
Research Question ◽  
Academic Ability ◽  
Important Research ◽  
Social Origin ◽  
Highly Educated ◽  
School Grades ◽  
Important Research Question

As for students many consequential life decisions still lie ahead it is vitally important that their choices suit their abilities. Concerning education a misperception of academic ability can lead to educational misinvestment with potentially severe consequences. That is why this paper investigates if there are disparities in the ability to accurately self-evaluate school performance by social origin. To the best of the author’s knowledge, this is the first paper considering this important research question. In doing so, the paper has two emphases: firstly, a theoretical model, arguing why disparities in the ability to accurately self-evaluate school performance by social origin are likely, is proposed and secondly an empirical study is conducted in order to examine if disparities by social origin are findable. The key results indicate that both students with less and students with highly educated parents underestimate their school performance if they have school grades higher than the average, and overestimate their school performance if they have school grades lower than the average. However, this relationship is intensified for students with less educated parents and therefore they self-evaluate their school performancecompared to students with highly educated parents less accurately.

WEALTH IN THE EXTENDED FAMILY

2010 ◽  
Vol 7 (2) ◽  
pp. 357-379 ◽  
Author(s):  
Ngina S. Chiteji
Keyword(s):  
Nuclear Family ◽  
Extended Family ◽  
Panel Study ◽  
White Child ◽  
Income Dynamics ◽  
Family Resources ◽  
Social Scientists ◽  
Material Resources ◽  
Life Chances ◽  
Family Wealth

AbstractThis paper argues that researchers may be misgauging family resources by focusing narrowly on the nuclear family when measuring these resources. While social scientists have long been interested in the ways that families' material resources affect their ability to provide for their offspring, the traditional measures of family resources have emphasized parents' income and parents' wealth, although the interest in the latter is relatively new (Conley 2009 [1999]; Haveman et al., 2001; Oliver and Shapiro, 2006 [1995]). This paper attempts to shift the focus to the extended family, and it uses data from the Panel Study of Income Dynamics (PSID) and the Child Development Supplement (CDS) to paint a portrait of the volume of wealth that is available in the grandparent generation of a child's family tree. After theorizing about the potential ways that grandparent wealth can affect children's life chances, the research shows that there are substantial differences in extended-family wealth by race. The Black/White wealth ratio is on the order of 0.11 in the grandparent generation at the median, which indicates that the typical Black child has grandparents with only about eleven cents of wealth for every dollar that the grandparents of the typical White child possess. Some implications of this wealth gap for children and society are discussed.

scholarly journals NEUROPSYCHOLOGICAL PREDICTORS OF POOR SCHOOL PERFORMANCE

2020 ◽  
pp. 291-313
Author(s):  
Nikita A. Khokhlov ◽  
Ekaterina D. Slovenko
Keyword(s):  
Academic Performance ◽  
School Performance ◽  
Verbal Memory ◽  
Daily Routine ◽  
Neurocognitive Development ◽  
Mental Functions ◽  
Poor School Performance ◽  
School Grades ◽  
Neurocognitive Dysfunctions ◽  
Poor School

Relevance. Underachieving schoolchildren are characterized by underdevelopment of higher mental functions (HMF) as compared to well-performing pupils. At the same time, there is a lack of explicit data on which dysfunctions are the most specific to underachievers. It is unknown how much particular neurocognitive dysfunctions affect school performance and what are the possibilities to compensate for isolated defects. Objectives. To identify the predictors of poor academic performance in school and to evaluate capabilities for children with certain neurocognitive dysfunctions for better progress at school. Method. The neuropsychological examination was used to evaluate the characteristics of neurocognitive development. Four daily routine activities, fourteen HMF, and the overall level of neurocognitive development were assessed. The index of isolation-multiplicity of neurocognitive dysfunctions was calculated. To evaluate academic performance (average grade for all disciplines) interviews with pupils and their parents were conducted, school exercise-books and assignment books were thoroughly studied. The study involved 427 children (292 boys and 135 girls) aged from 6 to 17 years, (11.7 ± 3). Results. The results of neuropsychological diagnostics explain 24% variance in the academic performance in school grades 1–4 and 18% variance in grades 5–11. Underachievement is predominantly related to the reduction in thinking, attention, audio-verbal memory, and overall level of neurocognitive development. Time orientation turns out to be more reduced than other everyday functions in underachievers. Certain mental functions in underperforming elementary school pupils can spontaneously improve through education. Isolated neurocognitive dysfunctions (up to 3) do not result in poor school performance. Conclusion. Thinking, attention, and audio-verbal memory dysfunctions against the background of the low overall level of neurocognitive development are most specific to underachieving schoolchildren. Under-development of attention is the most significant predictor of poor school performance in 1–4 school grades, low level of thinking — in 5–11 grades. Isolated neurocognitive dysfunctions (up to 3) that can be compensated for have no negative impact on educational performance.

Within-person variability in school performance

2020 ◽  
Author(s):  
Megan Wright ◽  
Sophie von Stumm
Keyword(s):  
Socioeconomic Status ◽  
Personality Traits ◽  
Early Development ◽  
School Performance ◽  
Educational Outcomes ◽  
Development Study ◽  
Psychological Construct ◽  
School Grades

Although thought to be substantial, within-person variability in school grades has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 11,132) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects and ages. Within-person grade variability at age 16 was not associated with any of 15 variables that typically explain between-person differences in school performance (e.g. IQ, socioeconomic status, and personality traits). Also, within-person grade variability did not predict later educational outcomes at ages 18 and 21. Our findings suggest that within-person grade variability is an observable, but not meaningful psychological construct. We conclude that understanding the causes and consequences of within-person grade variability is of limited epistemological value.

scholarly journals Living space and psychological well-being in urban China: Differentiated relationships across socio-economic gradients

2016 ◽  
Vol 49 (4) ◽  
pp. 911-929 ◽  
Author(s):  
Yang Hu ◽  
Rory Coulter
Keyword(s):  
Cultural Change ◽  
Extended Family ◽  
Economic Status ◽  
Well Being ◽  
Urban China ◽  
Subjective Experiences ◽  
Cultural Changes ◽  
Psychological Well Being ◽  
Living Space ◽  
Family Wealth

Western research has shown that a shortage of living space is associated with poor psychological well-being. By contrast, norms and practices of extended family co-residence, collectivist social organization, and a bureaucratic quota-based housing allocation system were thought to limit the adverse psychological effects of cramped dwelling conditions in pre-reform China. As these buffers may be weakening with the dramatic housing reforms, socio-economic, and cultural changes taking place in post-reform urban China, we use data from the 2010 China Family Panel Studies ( N = 13,367) to re-examine the relationship between living space and psychological well-being in contemporary Chinese cities. In particular, we examine the ways in which this relationship is moderated by family wealth and community poverty in order to explore how subjective experiences of dwelling space are shaped by one’s relative socio-economic position. The results show that cramped living conditions are significantly associated with poor psychological well-being in post-reform urban China. Importantly, the psychological implications of cramped dwellings may vary with family and particularly community socio-economic status as this association tends to be stronger among more affluent families and communities than among those that are more impoverished. Taken together the findings indicate that uneven socio-economic development, segmented cultural change, and drastic housing reforms within China’s cities may be interacting to configure people’s housing experiences and health outcomes.

scholarly journals Socioeconomic Factors and Ninth Grade School Performance in Childhood Leukemia and CNS Tumor Survivors

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Merete Lindahl ◽  
Silas Victor Addington ◽  
Jeanette Falck Winther ◽  
Kjeld Schmiegelow ◽  
Klaus Kaae Andersen
Keyword(s):  
Cancer Survivors ◽  
Childhood Cancer ◽  
Socioeconomic Factors ◽  
School Performance ◽  
Childhood Leukemia ◽  
Childhood Cancer Survivors ◽  
Ninth Grade ◽  
Immigrant Status ◽  
Cns Tumor ◽  
School Grades

Abstract Background Childhood cancer survivors can experience deficits in school performance in adolescence. Few studies have investigated how social and socioeconomic factors influence and modify school performance. This study investigates the hypothesis that social and parental socioeconomic factors influence ninth grade school performance in childhood leukemia and central nervous system (CNS) tumor survivors and that the effect is different from that in healthy peers. Methods We analyzed data from nationwide Danish registers on school grades for children who finished ninth grade during 2002–2015 in Denmark. Using a unique within-school matched design, we compared grades from childhood cancer survivors with grades from healthy peers. Social factors were maternal/paternal civil status, immigrant status, and country of origin. Parental socioeconomic factors were measured by education and income. The study consisted of 36 426 children, of whom 460 and 289 were leukemia and CNS tumor survivors, respectively. Results School grades varied considerably across social strata. However, the grades among CNS tumor survivors varied notably less in the following effect modifiers: parental educational attainment, income, and immigrant status. On the contrary, no significant effect modifiers were found among leukemia survivors as compared with healthy peers. Conclusion There is a strong effect of social and parental socioeconomic factors on school performance in healthy adolescence in Denmark. The same pattern is seen in survivors of leukemia, but a different pattern is seen in survivors of CNS tumors. This finding suggests that impairment of school-related functions differ between leukemia and CNS tumor survivors. This study contributes to knowledge on learning in adolescence in childhood cancer survivors by investigating several social and socioeconomic effect modifiers with nationwide register data and a unique statistical method particularly suitable for comparing school grades. Improved insight could make it possible to identify high-risk groups that may need different means of help.

Does the School Performance Variable Used in the International Health Behavior in School-Aged Children (HBSC) Study Reflect Students' School Grades?

2012 ◽  
Vol 82 (9) ◽  
pp. 404-409 ◽  
Author(s):  
Rosemarie Felder-Puig ◽  
Robert Griebler ◽  
Oddrun Samdal ◽  
Matthew A. King ◽  
John Freeman ◽  
...  
Keyword(s):  
Health Behavior ◽  
School Performance ◽  
International Health ◽  
Performance Variable ◽  
School Aged Children ◽  
School Grades ◽  
Hbsc Study

scholarly journals Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

2021 ◽  
Vol 12 ◽  
Author(s):  
Nathalie Mella ◽  
Pascal Pansu ◽  
Anatolia Batruch ◽  
Marco Bressan ◽  
Pascal Bressoux ◽  
...  
Keyword(s):  
High School Students ◽  
School Performance ◽  
School Adjustment ◽  
Self Regulation ◽  
Network Approach ◽  
Vocational High School ◽  
School Students ◽  
Emotional Competencies ◽  
School Grades ◽  
Reported Data

There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.

scholarly journals 4-6 KLASIŲ MOKSLEIVIŲ SUVOKIAMOS MOKYMOSI KONTROLĖS YPATUMAI

Psichologija ◽  
2000 ◽  
Vol 22 ◽  
pp. 64-73
Author(s):  
Roma Šimulionienė
Keyword(s):  
School Performance ◽  
School System ◽  
School Success ◽  
Fourth Graders ◽  
Control Beliefs ◽  
Factors Affecting ◽  
School Grades ◽  
Highly Correlated ◽  
Children's Beliefs ◽  
And Control

Pačia bendriausia prasme suvokiama kontrolė yra apibrėžiama kaip naivūs pačių individų susikuriami priežastiniai modeliai. Juose atsispindi, kaip suvokiamos norimų ir nenorimų įvykių priežastys, pačių individų vaidmuo jiems patiriant sėkmę ar nesėkmę, taip pat kitų žmonių, institucijų ar socialinių sistemų reagavimas (E. A. Skinner, 1995).Savo darbe vadovavomės suvokiamos kontrolės koncepcija (E. A. Skinner, M. Chapman, P. B. Baltes, 1988), kuria siekiama diferencijuoti ir integruoti keturių, jos autorių nuomone, pagrindinių suvokiamos kontrolės teorijų konstruktus: kontrolės lokusą, išmoktą bejėgiškumą, kauzalinę atribuciją ir aš efektyvumą. Visi šie konstruktai įeina į kompetencijos sistemą, kurios funkcija yra reguliuoti ir interpretuoti tikslingas interakcijas su aplinka (J. P. Connell, J. G. Wellborn, 1991; E. A. Skinner, 1995). AGENCY, CONTROL, AND MEANS-ENDS ABOUT SCHOOL PERFORMANCE IN LITHUANIAN CHILDREN (GRADES 4-6)Roma Šimulionienė Summary This study examined beliefs about factors affecting school performance and about self-agency and control in Lithuanian children (grades 4-6, N = 379). Results revealed much intercultural convergence with the samples from other countries in children’s beliefs about the importance of effort, ability, luck and unknown factors as causes of school performance. The only difference we found was in the beliefs about the importance of teachers. Their ratings were the lowest. But at the same time the ratings of the accessability of teacher as a mean of school success were high (second after effort). The agency and control beliefs were moderately and highly correlated with school grades (r = 0,29-0,57). The fourth graders showed higher agency and control beliefs and the lowest correlations with school performance. These findings are interpreted as beeing affected by positive changes in Lithuanian school system.

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