Effects Of Family Socioeconomic Status Research Articles

Metacognition as a mediator of the relation between family SES and language and mathematical abilities in preschoolers

The effect of family socioeconomic status (SES) on academic achievement in literacy and numeracy has been extensively studied with educational inequalities already witnessed in preschoolers. This is presumably explained by the effect of family SES on cognitive and socioemotional abilities associated with academic achievement. Metacognition which refers to knowledge and regulation skills involving reflexivity about one's own cognitive processes is one of these abilities. However, most of the studies investigating the association between metacognition and academic achievement have focused on school-aged students and studies with younger students are only emerging. Meanwhile, the association between family SES and metacognition abilities has surprisingly received little attention regardless of participants’ age. The aim of this study was to explore the associations between family SES, metacognition, language and mathematical abilities in preschoolers aged 5 to 6. We provide the first evidence that the effect of family SES on preschoolers’ language and mathematical abilities is mediated by the effect of family SES on their metacognitive abilities. The implications for future research, education and policies aiming at reducing educational inequalities are discussed.

Child abuse and resilience influence belief in a just world: A moderated mediation model

This study explored the relationship between child abuse and belief in a just world (BJW), as well as the mediating role of resilience and the moderating effect of family socioeconomic status (SES). We randomly recruited 514 children from Jiangsu Province, China. The results of a moderated mediation analysis showed that child abuse significantly and negatively predicted BJW. Further, resilience played a mediating role between child abuse and BJW, while SES positively moderated the relationship between resilience and BJW. Compared to those with lower SES, abused children from a higher SES status background had more resilience to improve their BJW. The findings could be helpful for the child welfare system and for social workers to support abused children, especially those from low SES families, to achieve better adaptation and development.

Perceived Social Mobility and Smartphone Dependence in University Students: The Roles of Hope and Family Socioeconomic Status.

Drawing upon the cognitive-behavioral model of pathological Internet use (PIU) and tunnel effect, this study aimed to construct a moderated mediation model from the perspective of social ecology. Specifically, the model investigated the relationship between perceived social mobility and smartphone dependence, with a focus on the mediating role of hope and the moderating effect of family socioeconomic status (SES) underlying this relationship. A cross-sectional study was conducted with 718 Chinese university students (Mage = 19.19, 70.2% female) from Beijing, Henan, and Tianjin, who anonymously filled out the Perceptions of Socioeconomic Mobility Scale, Mobile Phone Addiction Index Scale, Openness to the Future Scale, and family socioeconomic status questionnaire. Preliminary data analysis was executed using SPSS 22.0, and the moderated mediation effect was tested using the latent moderated structural equations approach in Mplus 8.3. The results showed that (a) less perceived social mobility was linked with greater smartphone dependence; (b) hope mediated the aforementioned relationship; and (c) family SES moderated the first-stage path of the indirect effect through hope. For university students with low (rather than high) family SES, their level of hope increased with the improvement of perceived social mobility, and in turn, that of smartphone dependence decreased. These findings suggest that positive perceptions of upward social class mobility and hopeful attitudes toward future opportunities and personal development among disadvantaged university students may alleviate their reliance on smartphones. Researchers and policymakers should pay attention to the role of individuals' perceptions of the macro environment in motivating specific risky behaviors among university students. Future interventions are essential to mitigate pessimistic environmental perceptions and foster a sense of hope among university students.

The impact of poverty stigma on computer and information literacy among China's rural students

Rural middle school students often experience significant educational disparities compared to their urban peers, particularly in developing computer skills and computer and information literacy (CIL). However, there has been insufficient research on the impact of poverty stigma on their CIL development. To address this literature gap, this research examines the influence of poverty stigma and self-efficacy on CIL performance among rural eighth graders in two studies. Guided by the social cognitive theory and labeling theory, Study 1 (n1 = 2783) analyzes the mediating effects of family socioeconomic status and self-efficacy on CIL, while Study 2 (n2 = 2153) investigates the mediating effects of perceived poverty stigma at the dimensions of social stigma and self-stigma on CIL. The results suggest that poverty, family socioeconomic status, and computer use at school positively affect CIL, with self-efficacy mediating the relationship between them. While students from low-resourced families do not perceive social stigma as directly impacting their CIL, self-stigma plays a mediating role between perceived social stigma and CIL. These findings have significant implications for educators seeking to improve CIL in the digital age, emphasizing the importance of increasing computer access at school for better educational outcomes.

True or false? Linguistic and demographic factors influence veracity judgment of COVID-19 rumors

Rumors about COVID-19 have been prevalent around the world during the pandemic. Using a veracity judgment task, the present study investigates whether young adults (N = 112) demonstrated measurable differences in processing COVID-19 rumors during the pandemic. They were instructed to read a statement related to COVID-19 and then to evaluate whether it was true or false. We examine the influence of the content characteristics of the statement and the demographic variables on the reading times, the accuracy rates, and the response times of the veracity judgment. We found that the reading times of rumors were only influenced by the length of rumors. Participants spent more time reading a rumor when it was longer. The length of rumors also influenced the accuracy rates of the veracity judgment. Participants were less accurate when the rumor was longer. Furthermore, we found that participants were faster at correctly rejecting false rumors than at accepting true rumors. Importantly, we found a significant effect of family socioeconomic status (SES) on the accuracy rates for which participants from families with higher SES had higher accuracy rates of veracity judgment. Our results demonstrated that both content characteristics (i.e., length) and demographic variables (i.e., family SES) influenced the veracity judgment of COVID-19 rumors.

Social anxiety and celebrity worship: the mediating effects of mobile phone dependence and moderating effects of family socioeconomic status

The Absorption-addiction model suggests that people worship celebrities to compensate for some personal or social defects, so poor mental state is related to celebrity worship. The current study aimed to explore the underlying mechanisms influencing celebrity worship. A total of 1,147 participants (aged 19–26 years) completed online questionnaires to assess social anxiety, mobile phone dependence, parental income and celebrity worship. Results showed that: (1) social anxiety, socioeconomic status (SES) and celebrity worship were positively correlated; (2) Social anxiety affected celebrity worship through mobile phone dependence; (3) SES played a moderating role in the mediation model. At higher levels of SES, individuals with high social anxiety showed reduced dependence on mobile phones. These findings highlight the importance of mobile phone dependence and family SES in celebrity worship. Additionally, the findings demonstrated that females are more likely to pay attention to celebrities, but the greater SES and reduced mobile phone dependence can mitigate their celebrity addiction.

Effects of Family Socioeconomic Status and Educational Resources on Children’s Cognitive Ability Performance Based on Preschool Education Perspectives

Under the effects of rapid changes in current social environment and family, family structure gradually changes from past extended family and stem family to nuclear family for matching modern social environment. Preschool children’s learning is affected by school education as well as family education. When different family socioeconomic status would affect children’s cognitive ability to form the stratification of cognitive ability development, such a phenomenon is growing apart from the philosophy of equality of educational opportunity. Aiming at parents of children in preschool education units in china, as the research objects, total 360 copies of questionnaire are distributed, and 237 valid copies are retrieved, with the retrieval rate 66%. The research results are summarized as below. 1. Children with higher family socioeconomic status present better cognitive ability, explaining the actual effect of family socioeconomic status on current children’s cognitive ability to form educational stratification as well as unequal opportunity for preschool education. 2. The higher family socioeconomic status shows the richer family educational resources. It is therefore inferred that children with higher family socioeconomic status reveal better cognitive ability, possibly because of richer family educational resources allowing children receiving more cultural, social, or financial capital stimulation to enhance more cognitive ability. According to the result to proposed suggestions, it is expected to enhance domestic ideal of equality of preschool educational opportunity, allow domestic education parallel to various advanced countries, and achieve the responsibility for cultivating quality citizen in the future.

Using a Latent Growth Model to Explore the Effect of Family Socioeconomic Status on Mathematics Learning Achievement of Junior High School Students in Keelung City: Taking Mathematics Tutoring Time and Learning Motivation Trajectory as Mediating Variables

Using a Latent Growth Model to Explore the Effect of Family Socioeconomic Status on Mathematics Learning Achievement of Junior High School Students in Keelung City: Taking Mathematics Tutoring Time and Learning Motivation Trajectory as Mediating Variables

The Influence of Socioeconomic Status on the Choice of Patterns and Methods of Health Financing in Jambi Province

Healthcare financing plays role in improving the quality of health services, with an aim to examine the effect of family socioeconomic status on the patterns and methods of ability to purchase health services. A quantitative study with a survey approach used in this research that connects exogenous (family socioeconomic status) and endogenous variables (financing patterns and methods, ability to purchase health services), with total sample of 770 households. The technique used an accidental sampling in western and eastern regions of Jambi, with questionnaire instrument and analysis PLS-SEM’s second order. Based from this research, family socioeconomic status has a direct influence on the ability to purchase health services showing as the first hypothesis. The second hypothesis also proved direct influence on the ability to purchase health services. The third hypothesis was also proved like the first and second hypotheses. Methods of health financing mediated the correlation between family socioeconomic status and ability to purchase health services was accepted of fourth and fifth hypotheses. Therefore, the family’s socioeconomic status, patterns and methods of health financing have a direct influence on the ability to purchase health services. Meanwhile, there was an indirect effect of family socioeconomic status on the ability to purchase health services through health financing patterns and methods.

Early grammar-building in French-speaking deaf children with cochlear implants: A follow-up corpus study.

One of the most consistent findings reported in the paediatric cochlear implant (CI) literature is the heterogeneity of language performance observed more in grammatical morphology than in lexicon or pragmatics. As most of the corpus studies addressing these issues have been conducted in English, it is unclear whether their results can be generalized to other languages. In particular, little is known about languages known for their grammatical complexity, such as French. The aim of this corpus study was to compare the productive use of function words (FWs) and some agreement features (AGRs) in children with CIs and children with typical development (TD) matched for mean length of utterance in words (MLUwords ), a general index of grammatical complexity, and auditory experience, as measured by hearing age (HA) and chronological age (CA), respectively. Natural speech samples from 116 monolingual French-speaking children, including 40 children with CIs followed longitudinally and 76 TD children, were collected. FWs and AGRs were analysed using a Part of Speech Tagger (POS-T) from the Child Language Data Exchange System (CHILDES). The two groups differed by 3 years for HA and CA. No effect of family socio-economic status (SES) was found in the CI group. Stepwise regression analyses showed that the two groups did not share the same predictors of MLUwords : plurals and determiners predicted MLUwords in children with CIs, at 2 and 3 years of HA, whereas feminine markers and subject-pronouns were found to best predict MLUwords in TD children at 2 and 3 years of CA. Structural equation models (SEMs), a combination of confirmatory factor analysis (CFA) and path analysis, yielded a different hierarchical structure of grammatical relations (GRs). Selective difficulties affecting verbal clitics and other pronominal forms were found specifically in the CI group (object-pronouns, reflexive, relative and past participles). Dependency grammar analysis confirmed these contrasting developmental profiles in multiword utterances, such as preposition/nouns, subject/verbs, and verb/determiner/nouns. Atypical grammatical patterns in children with CIs reflect a specific architecture of syntactic dependencies of FWs underpinning morphological complexity and syntactic connectivity. Clinical implications are discussed for assessment and intervention planning. What is already known on this subject The productive use of FWs has been identified as a particular area of weakness in children with CIs compared with TD children. In addition, heterogenous grammatical performance has often been found after 1-3 years of CI use, regardless of demographic factors such as age at implantation, duration of deafness or SES. What this paper adds to existing knowledge Assessing the early building of FWs and AGRs in children with CIs helps to understand the syntactic complexity and hierarchical structure of their language. Since most corpus studies on grammatical morphology have been conducted in English, it is not clear whether their difficulties can be generalized to other languages. The French language has a system of FWs and inflections that determine the morphophonological properties of nominal and verbal forms. Early grammar learning in children with CIs born with profound deafness were compared with the two groups of TD children matched both for duration of auditory experience (i.e., HA of CI children, CA of TD children) and for MLUwords . We found a similar profile between groups at 2 years but not at 3 years for HA and CA. The two groups do not share the same predictors of MLUwords : namely, plurals and determiners for CI children versus feminine markers and subject pronouns for TD children. They show a different syntactic organization of GRs. Children with CIs struggle with selective difficulties affecting verbal clitics and pronominal forms (object-pronouns, reflexive, relative and past participles). Consistent with theories of morphophonological richness and syntactic connectivity, our results support the distributional learning hypothesis of language acquisition that infants and toddlers are sensitive to FWs and AGRs at an early age. Specific components of syntactic organization are disrupted in children with CIs. What are the potential or actual clinical implications of this work? This work has potential clinical implications because it unravels the limitations of morphophonological processing in children with CIs. Its results highlight a specific difficulty in learning FWs and AGRs in a verbal inflectional morphology context.

The Impact of Family Socioeconomic Status on Learning Conformity among Chinese University Students: Self-Efficacy as Mediating Factor

Background: At present, family socioeconomic status is a significant contributor to the differences in university students’ learning motivation, but few studies have examined the effects on different types of motivation to learn conformity. Thus, the present study investigates the effects of family socioeconomic status on different types of learning conformity and the mediating role of self-efficacy. Methods: 339 Chinese university students were surveyed using the general self-efficacy scale, the learning conformity scale, and the family socioeconomic status questionnaire. We analyzed the effect of family socioeconomic status on learning conformity and the mediating role of general self-efficacy through common bias tests, correlation analysis, structural equation modeling, and tests of mediating effects. Results: (1) There are three types of learning conformity, as follows: learning abidance, learning obedience, and learning compliance. (2) The mediation model concluded that family socioeconomic status had a positive and significant effect on learning abidance and learning obedience, and general self-efficacy played a partially mediating role, with an adequate ratio of 59.7% and 26.26%, respectively; family socioeconomic status had a negative and significant effect on learning compliance, and general self-efficacy played a partially mediating role, with an adequate ratio of 52.02%. Conclusions: This study provides first-hand empirical data to support studies of learning motivation, learning conformity behavior, and self-efficacy among Chinese university students. It also provides a theoretical basis for subsequent research on family socioeconomic status and learning conformity.

Development of cognitive control during adolescence: The integrative effects of family socioeconomic status and parenting behaviors

Cognitive control is of great interest to researchers and practitioners. The concurrent association between family socioeconomic status (SES) and adolescent cognitive control is well-documented. However, little is known about whether and how SES relates to individual differences in the development of adolescent cognitive control. The current four-year longitudinal investigation (N = 167, 13–14 years at Wave 1) used multi-source interference task performance (reaction time in interference correct trials minus neutral correct trials) and corresponding neural activities (blood oxygen level dependent contrast of interference versus neutral conditions) as measures of cognitive control. SES and parenting behaviors (warmth, monitoring) were measured through surveys. We examined direct and indirect effects of earlier SES on the development of cognitive control via parenting behaviors; the moderating effect of parenting also was explored. Results of latent growth modeling (LGM) revealed significant interactive effects between SES and parenting predicting behavioral and neural measures of cognitive control. Lower family SES was associated with poorer cognitive performance when coupled with low parental warmth. In contrast, higher family SES was associated with greater improvement in performance, as well as a higher intercept and steeper decrease in frontoparietal activation over time, when coupled with high parental monitoring. These findings extend prior cross-sectional evidence to show the moderating effect of the parenting environment on the potential effects of SES on developmental changes in adolescent cognitive control.

The Influence of Family Socioeconomic Status on Adolescents' Mental Health in China.

Adolescent mental health is an important public health issue that cannot be ignored, and mental health issues are a major cause of physical illness in adolescents and children worldwide. In order to supplement relevant research and provide insightful policy suggestions to government, schools and families, this study investigated the nexus between family socioeconomic status and mental health for adolescents in China. Based on 7234 observations from the China Education Panel Survey, the paper estimated the effects of family socioeconomic status on adolescents’ mental health using ordinary least squares. The effects of family income, parental education level, and parental occupation on adolescent mental health were estimated separately by the same method. Our findings suggest that family socioeconomic status has a significant positive effect on mental health of adolescents in China. This effect is heterogeneous depending on individuals’ registered residence types and their participation in health courses. Finally, frequency of parent-child interaction and classmate interaction are shown to be potential mechanisms for the effect of family socioeconomic status on the mental health of Chinese adolescents.

Who is able to choose? A meta-analysis and systematic review of the effects of family socioeconomic status on school choice

Since the 1980s, educational systems worldwide have been influenced by neoliberal reforms. Some predicaments, however, have been on the rise. Yet, some studies, from the perspective of educational inequality, have shown that not all parents/children could make ‘good’ choices due to the limitations of their family socioeconomic status. This study applied “meta-analysis” and “systematic review” to analyze the past studies to examine whether family background is an influential factor in the decision-making process. Based on the findings, we were convinced that, through the implementation of school choice, the higher SES parents (especially those with higher educational levels) can not only “buy” the best quality “commodities” (schools) for their children, but also choose to “flight together”, resulting in segregation and stratification.

Private supplementary education and Chinese adolescents' development: The moderating effects of family socioeconomic status.

Using the data from the China Education Panel Survey (CEPS), this study estimated the effects of two types of private supplementary education, namely, cram school and hobby class, on the development of Chinese junior high school students and the moderating effects of family socioeconomic status (SES). First, we found that cram schools and hobby classes both positively correlate with some dimensions of adolescents' development while negatively correlating with others. Attending cram schools is positively associated with students' academic achievement but negatively related to their noncognitive skills. Participating in hobby classes is positively associated with noncognitive abilities but negatively related to cognitive abilities. Second, the negative correlations between cram schools and noncognitive abilities and between hobby classes and cognitive abilities are stronger for low-SES students than their affluent counterparts. The current study's findings shed new light on the role of private supplementary education in educational inequality and social stratification in China.

Family Socioeconomic Status and Chinese Adolescents' Academic Achievement in the Arts: The Mediating Role of Family Arts Resources and the Moderating Role of Family Arts Atmosphere.

In the present study, we examined the association between family socioeconomic status (SES) and adolescents’ academic achievement in the arts and the mediating and moderating roles of family process factors, verified family investment model. Chinese adolescents (N = 8,723) in Grade 8 reported characteristics of family SES, family arts resources, and family arts atmosphere, and then completed a standardized test assessing academic achievement in music and visual art. The results showed that family SES significantly predicted adolescents’ level of academic achievement in the arts after controlling for adolescents’ gender and school location. The effect of family SES on adolescents’ academic achievement in the arts was partly mediated by family arts resources, constituting 20.51% of the total predicted effect. In addition, family arts atmosphere moderated the association between family SES and adolescents’ achievement in the arts. Specifically, family SES had a stronger relationship with academic achievement in the arts for adolescent with higher family arts atmosphere than for adolescent with poor family arts atmosphere. Findings in this study expands the field of influence of the family environments and enhance an understanding of the influence mechanisms of family environments on arts learning.

Tacit knowledge mediates the effect of family socioeconomic status on career adaptability

We explored the indirect effect of family socioeconomic status on career adaptability within the framework of career capital theory, by investigating the mediating role of human capital. We distributed the Family Socioeconomic Status Scale, Tacit Knowledge Inventory for College Students, and Career Adapt-Abilities Scale to 1,692 college students in China. SPSS 21.0 and Mplus 7.0 were used for data analysis. Results show that family socioeconomic status had a direct predictive effect on participants' career adaptability. Mediation model results show that this direct effect was full mediated by tacit knowledge. Critically, the mediation model results differed between urban and rural college student participants, such that the tacit knowledge of urban (vs. rural) participants had a more positive predictive effect on their career adaptability. Results are discussed within the framework of career capital theory.

Family Socio-Economic Status, School Location and Students’ Eco-Friendly Knowledge, Attitude and Practices in Nigeria

The school system, regardless of the level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between students and teachers on subject matters. However, the location of the school determines many students’ knowledge, attitude and practices. Also, there is an increasing awareness of the importance of the parents’ role in the progress and educational development of their children. Family background as an important and weighty factor in determining the academic performance attained by the student needs to be investigated. This study adopted a pre-test-post-test control group quasi-experimental design. Intact class of Junior Secondary School II Social Studies students in each of the six schools in Oyo state were randomly assigned to the experimental and control groups. Three validated instruments were used in this study, and they are the Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire (EEPQ). The data were analyzed using Analysis of Covariance (ANCOVA) with the pretest scores used as covariates. All the null hypotheses were tested at a P < .05 level of significance. The study showed a significant two-way interaction effect of family socioeconomic status and school location on students’ eco-friendly knowledge, attitude and practices. It was recommended that schools should be kept safe and parents should develop more streams of income, as a single income source has become a great economic challenge in Nigeria.
 Keywords: family socioeconomic status, school location, students’ eco-friendly knowledge, students’ eco-friendly attitude, students’ eco-friendly practices, school security, alternative income

EFFECT OF FAMILY FACTOR AND CHILDREN’S SCHOOL READINESS IN INTEGRATED WASTE TREATMENT PLACES: PATH ANALYSIS

Many factors can affect children's school readiness, one of which is the family as their closest environment. This research aimed to analyze the effect of family socioeconomic status, family stress, and parental involvement on children's school readiness. This research involves 113 parents and students of group B Kindergarten in the Integrated Waste Processing Site (TPST) in Bantargebang District, Bekasi City, West Java Province. This sample was obtained using the multistage random sampling technique. This study uses path analysis techniques. This study indicates that socioeconomic status, family stress, and parental involvement do not directly affect Children’s school readiness. However, family socioeconomic status has a negative direct effect on family stress, and family stress can also have a negative direct effect on parental involvement in children's education. These findings imply that it is important to create a warm and supportive family environment to optimally carry out their roles and functions in children's education.

EFFECT OF FAMILY FACTOR AND CHILDREN’S SCHOOL READINESS IN INTEGRATED WASTE TREATMENT PLACES: PATH ANALYSIS

Many factors can affect children's school readiness, one of which is the family as their closest environment. This research aimed to analyze the effect of family socioeconomic status, family stress, and parental involvement on children's school readiness. This research involves 113 parents and students of group B Kindergarten in the Integrated Waste Processing Site (TPST) in Bantargebang District, Bekasi City, West Java Province. This sample was obtained using the multistage random sampling technique. This study uses path analysis techniques. This study indicates that socioeconomic status, family stress, and parental involvement do not directly affect Children’s school readiness. However, family socioeconomic status has a negative direct effect on family stress, and family stress can also have a negative direct effect on parental involvement in children's education. These findings imply that it is important to create a warm and supportive family environment to optimally carry out their roles and functions in children's education.