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Seeing the Destination but Not the Path: Effects of Socioeconomic Disadvantage on School-focused Possible Self Content and Linked Behavioral Strategies.

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Title: Seeing the Destination but Not the Path: Effects of Socioeconomic Disadvantage on School-focused Possible Self Content and Linked Behavioral Strategies.
Authors: Oyserman, Daphna (AUTHOR), Johnson, Elizabeth (AUTHOR), James, Leah (AUTHOR)
Source: Self & Identity. Oct-Dec2011, Vol. 10 Issue 4, p474-492. 19p.
Subjects: Child psychology, Socioeconomics, Motivation (Psychology), Behavioral assessment, Multilevel models, Deprivation (Psychology), Poor children
Abstract: Low-income children perform better in school when school-focused future identities are a salient aspect of their possible self for the coming year and these school-focused future identities are linked to behavioral strategies (Oyserman et al., 2006). Hierarchical linear modeling of data from a four-state low-income neighborhood sample of eighth-graders suggests two central consequences of family and neighborhood socioeconomic deprivation on children's school-focused possible identities and strategies. First, higher neighborhood disadvantage is associated with greater salience of school in children's possible self for the coming year. Second, disadvantage clouds the path to school-success; controlling for salience of school-focused possible identities, children living in lower socioeconomic status families and boys living in more economically disadvantaged neighborhoods were less likely to have strategies to attain their school-focused possible identities. The influence of family socioeconomic status was seen particularly with regard to strategies to attain academic success and teacher engagement aspects of school-focused identities. [ABSTRACT FROM PUBLISHER]
Copyright of Self & Identity is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Seeing the Destination but Not the Path: Effects of Socioeconomic Disadvantage on School-focused Possible Self Content and Linked Behavioral Strategies.
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  Data: <searchLink fieldCode="AR" term="%22Oyserman%2C+Daphna%22">Oyserman, Daphna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Elizabeth%22">Johnson, Elizabeth</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22James%2C+Leah%22">James, Leah</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Self+%26+Identity%22">Self & Identity</searchLink>. Oct-Dec2011, Vol. 10 Issue 4, p474-492. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomics%22">Socioeconomics</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Behavioral+assessment%22">Behavioral assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink><br /><searchLink fieldCode="DE" term="%22Deprivation+%28Psychology%29%22">Deprivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+children%22">Poor children</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Low-income children perform better in school when school-focused future identities are a salient aspect of their possible self for the coming year and these school-focused future identities are linked to behavioral strategies (Oyserman et al., 2006). Hierarchical linear modeling of data from a four-state low-income neighborhood sample of eighth-graders suggests two central consequences of family and neighborhood socioeconomic deprivation on children's school-focused possible identities and strategies. First, higher neighborhood disadvantage is associated with greater salience of school in children's possible self for the coming year. Second, disadvantage clouds the path to school-success; controlling for salience of school-focused possible identities, children living in lower socioeconomic status families and boys living in more economically disadvantaged neighborhoods were less likely to have strategies to attain their school-focused possible identities. The influence of family socioeconomic status was seen particularly with regard to strategies to attain academic success and teacher engagement aspects of school-focused identities. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Self & Identity is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15298868.2010.487651
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Child psychology
        Type: general
      – SubjectFull: Socioeconomics
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Behavioral assessment
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      – SubjectFull: Multilevel models
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      – SubjectFull: Deprivation (Psychology)
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      – SubjectFull: Poor children
        Type: general
    Titles:
      – TitleFull: Seeing the Destination but Not the Path: Effects of Socioeconomic Disadvantage on School-focused Possible Self Content and Linked Behavioral Strategies.
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            NameFull: Johnson, Elizabeth
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              M: 10
              Text: Oct-Dec2011
              Type: published
              Y: 2011
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