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Socioeconomic Status and Academic Performance: Serially Mediated by Social Support and Attitude to School

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Title: Socioeconomic Status and Academic Performance: Serially Mediated by Social Support and Attitude to School
Language: English
Authors: Yoonsun Pyun (ORCID 0000-0001-8038-7660), Christine K. Malecki (ORCID 0000-0003-4155-8708)
Source: Psychology in the Schools. 2026 63(1):118-129.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Socioeconomic Status, Academic Achievement, Social Support Groups, Student Attitudes, Student School Relationship, At Risk Students, Reading Skills, Reading Difficulties, Middle School Students, Grade Point Average, Parent Participation, Teacher Student Relationship, Family School Relationship
DOI: 10.1002/pits.70079
ISSN: 0033-3085
1520-6807
Abstract: Students' experiences of academic success have a lasting impact on various future outcomes such as future academic success, employment and financial stability, and reduced risk of substance use in adolescence and psychopathology in adulthood. However, a number of risk factors can be a barrier to students experiencing academic success, such as low socioeconomic status (SES). The literature consistently demonstrates discrepancy in academic outcomes for students from different SES backgrounds; in other words, students from lower SES backgrounds enter high school with lower reading skills and experience higher dropout rates than their higher SES peers. These findings highlight the need for identifying the mechanisms in which SES is associated with academic outcomes, not only with risk factors but also protective pathways. With a sample of middle school students, the present study explored the role of social support and students' attitudes toward school in a serial mediation model in the association between students' SES and academic performance. The results supported the model, where parental support and students' attitudes toward school serially mediated the association, such that students from higher SES background perceived higher parent support, which was associated with less problematic attitudes toward school, which ultimately was associated with higher GPA. Implications of the findings and suggestions for future research are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491019
Database: ERIC
FullText Text:
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  Data: Socioeconomic Status and Academic Performance: Serially Mediated by Social Support and Attitude to School
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Yoonsun+Pyun%22">Yoonsun Pyun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8038-7660">0000-0001-8038-7660</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christine+K%2E+Malecki%22">Christine K. Malecki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4155-8708">0000-0003-4155-8708</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(1):118-129.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.70079
– Name: ISSN
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  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students' experiences of academic success have a lasting impact on various future outcomes such as future academic success, employment and financial stability, and reduced risk of substance use in adolescence and psychopathology in adulthood. However, a number of risk factors can be a barrier to students experiencing academic success, such as low socioeconomic status (SES). The literature consistently demonstrates discrepancy in academic outcomes for students from different SES backgrounds; in other words, students from lower SES backgrounds enter high school with lower reading skills and experience higher dropout rates than their higher SES peers. These findings highlight the need for identifying the mechanisms in which SES is associated with academic outcomes, not only with risk factors but also protective pathways. With a sample of middle school students, the present study explored the role of social support and students' attitudes toward school in a serial mediation model in the association between students' SES and academic performance. The results supported the model, where parental support and students' attitudes toward school serially mediated the association, such that students from higher SES background perceived higher parent support, which was associated with less problematic attitudes toward school, which ultimately was associated with higher GPA. Implications of the findings and suggestions for future research are discussed.
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  Data: 2026
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  Data: EJ1491019
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1491019
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        Value: 10.1002/pits.70079
    Languages:
      – Text: English
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        PageCount: 12
        StartPage: 118
    Subjects:
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Social Support Groups
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student School Relationship
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      – SubjectFull: At Risk Students
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      – SubjectFull: Reading Skills
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      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade Point Average
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      – SubjectFull: Parent Participation
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Family School Relationship
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      – TitleFull: Socioeconomic Status and Academic Performance: Serially Mediated by Social Support and Attitude to School
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