Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability.
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| Title: | Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability. |
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| Authors: | Wang, Xichen1 (AUTHOR), Wang, Qianqian2 (AUTHOR), Ma, Minjie3 (AUTHOR), Gu, Zhengwei4 (AUTHOR), Shi, Yang5 (AUTHOR), Wang, Tingzhao6 (AUTHOR) wangtingzhao@snnu.edu.cn |
| Source: | Intellectual & Developmental Disabilities. Aug2023, Vol. 61 Issue 4, p280-291. 12p. |
| Subject Terms: | *Children with disabilities, *Children with intellectual disabilities, *Parent attitudes, *Socioeconomic status, Structural equation modeling, Socioeconomic factors |
| Geographic Terms: | China |
| Abstract: | The study explores the influence of socioeconomic status (SES) on the academic outcomes of children with intellectual disability (ID), and the role of parental participation and parental attitudes toward educational communicators in this process. A total of 305 children with ID from special needs schools and their parents and teachers in China completed the survey. A structural equation model was built to explore the relation between the factors. Results indicated SES not only positively predicts the academic outcomes, but also predicts academic outcomes through the chain mediation of parental participation and parental attitudes towards educational communicators. Findings show the robustness of the Family Investment Model in Chinese contexts. Moreover, the role of parental participation and parental attitudes towards educational communicators cannot be ignored. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The study explores the influence of socioeconomic status (SES) on the academic outcomes of children with intellectual disability (ID), and the role of parental participation and parental attitudes toward educational communicators in this process. A total of 305 children with ID from special needs schools and their parents and teachers in China completed the survey. A structural equation model was built to explore the relation between the factors. Results indicated SES not only positively predicts the academic outcomes, but also predicts academic outcomes through the chain mediation of parental participation and parental attitudes towards educational communicators. Findings show the robustness of the Family Investment Model in Chinese contexts. Moreover, the role of parental participation and parental attitudes towards educational communicators cannot be ignored. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19349491 |
| DOI: | 10.1352/1934-9556-61.4.280 |
