Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students

Browman, Alexander S.; Destin, Mesmin; Carswell, Kathleen L.; Svoboda, Ryan C.

doi:10.1016/j.jesp.2017.03.006

Cited by 89 publications

(84 citation statements)

References 65 publications

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“…The higher educational level of those responsible for the schoolchildren in the PrivG compared with that of those responsible for the students in the PubG (p<0.001), in addition to the difference in SES between the groups, which was higher in the PrivG (p<0.001), corroborate the conclusion by Von Stumm et al (19) , who reported that educational level positively influences the SES, that is, the higher the educational level of parents and/ or legal guardians, the higher the family SES. The opposite also seems to be true: family SES influences the educational level reached by its members.…”

Section: Discussionsupporting

confidence: 86%

“…According to Schoon et al (18) , the education network and the education attainment the individual vary according to academic performance: children with low school performance tend to achieve lower levels of education than children with good school performance. In contrast, educational level seems to have an influence on SES, health, and quality of life (19) . Motivation to study together with the incentive and academic assistance offered to students contribute positively to the socioeconomic mobility of families and, consequently, of the population (20) .…”

Section: Introductionmentioning

confidence: 92%

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Performance of public and private school students in auditory processing, receptive vocabulary, and reading comprehension

Nalom

Schochat

2020

CoDAS

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Purpose: To characterize the performance of 5th grade students from public and private elementary schools in auditory processing, receptive vocabulary, and reading comprehension. Methods: The study sample was composed of 34 Elementary School (5th grade) students: 16 from public school (PubG) and 18 from private school (PrivG), whose parents and teachers responded to questionnaires on their language development, socioeconomic level, and academic performance. The auditory skills of figure-ground, association between auditory and visual stimuli, figure-ground for linguistic sounds, binaural integration, temporal ordering, and temporal resolution were assessed using the following auditory behavioral instruments: Pediatric Speech Intelligibility (PSI) test, Dichotic Digits Test (DDT), Auditec® Frequency Pattern Test (FPT), and Gaps-in-Noise (GIN) test. Receptive vocabulary and reading comprehension were evaluated using the TVF-usp and PROLEC tests, respectively. Results: Statistically significant differences were observed between the socioeconomic level of students in both schools. Although the results obtained in the applied tests were within the reference values in both groups, there was a tendency to higher scores in the PrivG. Differences between the groups were also verified in the DDT and FPT. Values similar to normality were obtained in the temporal resolution and reading comprehension assessments. On the vocabulary test, most school children in the PrivG were concentrated in the ‘high’ and ‘middle’ categories, whereas those in the PubG were in the ‘middle’ and ‘low’ categories. Conclusion: There are differences in performance between students from private and public schools. Public school children presented right ear advantage in the dichotic task, whereas private school children showed more efficient mechanisms and strategies regarding auditory stimuli for the tasks of binaural integration, temporal ordering, and interhemispheric transfer. Temporal resolution reached values expected for the adult population in both groups. Better vocabulary performance was observed in the most economically favored children. Elementary School (5th grade) students from both school networks present developed reading.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 92%

Performance of public and private school students in auditory processing, receptive vocabulary, and reading comprehension

Nalom

Schochat

2020

CoDAS

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“…For example, Science News Staff (2018) found that many animals, plants, and bacteria use different resilience strategies when faced with scarce resources, predators, and other challenges, such as stealing genes or switching sex (Science News Staff, 2018). (Browman et al, 2017) found that despite all the disadvantages, many low socioeconomic status students still maintain high learning motivation and academic persistence. Therefore, resilience improves survival.…”

Section: Discussionmentioning

confidence: 99%

The Psychological Capital of Left-Behind University Students: A Description and Intervention Study From China

2018

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The migrant worker phenomenon in China has negatively impacted the psychological development of these workers' children, whom researchers have termed “left-behind children” (LC) or university students with left-behind experience (USWL). Since USWL are the best among the LC in some sense, we decided to perform two investigations to determine if they might possess unique positive psychological capital factors. Study 1 aimed to explore the development of the psychological capital of USWL, and Study 2 utilized a group intervention design to improve USWL psychological capital. A questionnaire was administered to 281 USWL and 284 control university students in study 1. The results showed that the psychological capital of USWL was moderate, and their self-efficacy, optimism, hope, and overall psychological capital were significantly lower than those with no left-behind experience. However, their psychological resilience was remarkably higher than those who were not left behind. It also suggested that some demographic factors such as gender, grade, only child status, student leadership experience, reunion frequency with parents, and relationship with guardians significantly influence the psychological capital of USWL. In Study 2, a single-factor interventional experimental design based on the psychological capital intervention theory (PCI) was conducted in 73 USWL (38 in the experimental group, 35 in the control group). There were significant post-test differences between groups. Both the pre- and post-test results differed greatly in the experimental and control groups. Overall, our findings indicate that although the left-behind experience in childhood moderately impairs psychological capital development, it also fosters resilience. The psychological intervention based on PCI is an effective “remedy scheme” to improve their psychological capital qualities.

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“…During both high school and college, students from lower-SES backgrounds who perceived more socioeconomic mobility (which is linked to thoughts about their own future identities) found more meaning in academic tasks and earned higher grades. In experiments, participants who were randomly assigned to encounter evidence of high rates of socioeconomic mobility showed a corresponding increase in academic persistence, compared with participants who encountered evidence of low mobility rates (Browman, Destin, Carswell, & Svoboda, 2017).…”

Section: Destinmentioning

confidence: 99%

Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education

Destin¹

2020

Curr Dir Psychol Sci

Self Cite

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A growing amount of psychological research contributes to the understanding of complex social issues, including socioeconomic disparities in academic outcomes. At a basic level, several studies demonstrate the ways that socioeconomic resources and opportunities shape the identities of students during adolescence and young adulthood, particularly emphasizing how they imagine their lives in the future. These future identities, in turn, affect how students engage in school tasks and respond to academic difficulty. The implications of these basic insights connecting socioeconomic resources, identity, and academic outcomes are most meaningful when considered within various levels of social-contextual influence that surround students. A collection of studies demonstrates how peers, parents, teachers, and educational institutions as a whole can be targeted and leveraged to support student identities and outcomes. This deepened engagement with various levels of context can complement and advance the existing emphasis on individual-level intervention as a strategy to contribute to the progress of psychological science toward greater influence and significance.

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Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students

Abstract: In press at the Journal of Experimental Social Psychology Note: This document represents the accepted but pre-copyediting version of this article. Please refer to the published version (available soon) for the official final versions of all text, statistics, figures, and tables.

Cited by 89 publications

References 65 publications

Performance of public and private school students in auditory processing, receptive vocabulary, and reading comprehension

Performance of public and private school students in auditory processing, receptive vocabulary, and reading comprehension

The Psychological Capital of Left-Behind University Students: A Description and Intervention Study From China

Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education

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