The Influence of Socioeconomic Status, Working Memory and Academic Self-Concept on Academic Achievement
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| Title: | The Influence of Socioeconomic Status, Working Memory and Academic Self-Concept on Academic Achievement |
|---|---|
| Language: | English |
| Authors: | Chevalère, J., Cazenave, L., Wollast, R., Berthon, M., Martinez, R., Mazenod, V., Borion, M. C., Pailler, D., Rocher, N., Cadet, R., Lenne, C., Maïonchi-Pino, N., Huguet, P. |
| Source: | European Journal of Psychology of Education. Mar 2023 38(1):287-309. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Academic Achievement, Socioeconomic Status, Middle School Students, High School Students, Disadvantaged, Self Concept, Cognitive Processes |
| DOI: | 10.1007/s10212-022-00599-9 |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and academic self-concept (ASC). However, because these factors were investigated intensively but in separate fields of research in the past four to six decades, their relationships remain largely unknown. The present study investigated whether SES, WM and ASC interact with each other or represent independent contributions to academic achievement in 2379 adolescents in middle and high schools. The findings confirmed previous results showing that students with lower SES, lower WM and lower ASC perform less well on academic tests. Above all, they revealed subtle patterns of mediating processes. Specifically, individual differences in WM processing, and to a lesser extent in ASC, accounted for most part of the negative impact of low SES on academic achievement. These findings indicate that being a member of disadvantaged groups impair both WM processing and ASC and provide a clearer picture of the complex involvements of socioeconomic, cognitive and self-perception factors in academic achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1364104 |
| Database: | ERIC |
| Abstract: | There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and academic self-concept (ASC). However, because these factors were investigated intensively but in separate fields of research in the past four to six decades, their relationships remain largely unknown. The present study investigated whether SES, WM and ASC interact with each other or represent independent contributions to academic achievement in 2379 adolescents in middle and high schools. The findings confirmed previous results showing that students with lower SES, lower WM and lower ASC perform less well on academic tests. Above all, they revealed subtle patterns of mediating processes. Specifically, individual differences in WM processing, and to a lesser extent in ASC, accounted for most part of the negative impact of low SES on academic achievement. These findings indicate that being a member of disadvantaged groups impair both WM processing and ASC and provide a clearer picture of the complex involvements of socioeconomic, cognitive and self-perception factors in academic achievement. |
|---|---|
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-022-00599-9 |
