The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender

Abstract

Abstract This research explored the mediation of self-efficacy and moderation of gender between socioeconomic status (SES) and foreign language (FL) achievement. A total of 8,906 Chinese secondary students (50.7 % males) completed socioeconomic status (SES) questionnaire, English self-efficacy scale, English achievement test, and demographic questionnaire. Multilevel regression model showed that SES was positively associated with English achievement both at student and school levels. The multilevel mediation model demonstrated that English self-efficacy partially mediated the link between SES and English achievement only at student level, and the mediation effect accounted for 30 % of the total effect. Moreover, the link between SES and English achievement was moderately influenced by gender. Specifically, boys’ English achievement was more significantly impacted by SES compared to that of girls. These findings underscore a gender disparity in the impact of SES on FL achievement, advocating for targeted interventions specifically aimed at students from low-SES backgrounds, particularly males.