Influence Of Family Socioeconomic Status Research Articles

Influence of family socioeconomic status on academic buoyancy and adaptability: Mediating effect of parental involvement.

Prior studies highlight the importance of academic buoyancy and adaptability in educational trajectories, yet the influence of family-related factors remains less explored. Anchored in Bronfenbrenner's ecological systems theory, this research examines how family socioeconomic status (SES) influences academic buoyancy and adaptability, the predictive relation between family SES and parental involvement, and whether parental involvement mediates the impact of family SES on academic outcomes. We surveyed 1164 junior high school students from China. Controlling for gender and attendance type, structural equation modelling revealed a positive correlation between family SES and students' academic buoyancy and cognitive-behavioural adaptability; however, this correlation did not extend to affective adaptability. Parental involvement was significantly linked to family SES and fully mediated the relation between family SES and both academic buoyancy and cognitive-behavioural adaptability. Based on these findings, practical implications are discussed.

The influence of family socioeconomic status on college students' mental health literacy: the chain mediating effect of parenting styles and interpersonal relationships.

With the increasing prevalence of mental health challenges among college students, understanding how family background and interpersonal dynamics affect mental health literacy is critical. This study examined the relationships between family socioeconomic status, mental health literacy, parenting styles, and interpersonal relationships among 1,107 college students. Using an online questionnaire, the study explored how family socioeconomic status, parenting styles, and interpersonal relationships influence mental health literacy. The results showed that family socioeconomic status significantly and positively predicts mental health literacy. Both positive and negative parenting styles were found to partially mediate the relationship between family socioeconomic status and mental health literacy. Additionally, interpersonal relationships partially mediated this relationship. Finally, the study revealed that positive and negative parenting styles acted as sequential mediators between family socioeconomic status and mental health literacy through interpersonal relationships. These findings provide insights into the mechanisms by which family socioeconomic factors shape mental health literacy among college students.

Family Socioeconomic Status and Adolescents’ Academic Shame: The Chain Mediator Effect of Self-Control and Gratitude

Academic shame has been found to interfere with motivation and, in turn, affect students’ academic goals and achievements. This study explored the factors that influence academic shame and the underlying mechanisms among high school students by investigating the influence of family socioeconomic status on academic shame and the mediating roles of self-control and gratitude. A total of 957 high school students participated in this study and completed the Family Socioeconomic Status Questionnaire, Self-Control Scale, Adolescents’ Gratitude Scale, and Academic Shame Scale. Descriptive statistics consisted of means and standard deviations. Pearson’s correlations were used to test the strength of relationships among the research variables. A structural equation model was constructed, and the significance of the mediating effects was tested by percentile bootstrap analysis with deviation correction. The results showed that family socioeconomic status was positively correlated with self-control and negatively correlated with academic shame; self-control was positively correlated with gratitude and negatively correlated with academic shame; and gratitude was positively correlated with academic shame. Self-control played a mediating role between family socioeconomic status and academic shame, and self-control and gratitude played a chain mediating role between family socioeconomic status and academic shame. The mediating effect was a masking effect. Therefore, family socioeconomic status directly and negatively affected academic shame among senior high school students, and indirectly affected their academic shame through self-control and gratitude.

Influence of Family Socio-Economic Status on Mathematics Achievement in Secondary School in Dessie Town in North-Central Ethiopia

Influence of Family Socio-Economic Status on Mathematics Achievement in Secondary School in Dessie Town in North-Central Ethiopia

Type of School as a Socioeconomic Indicator and its Impact on the Nutritional Status, School Performance, Self-Esteem of Basic School Students (10-12 Years Old) in Khartoum Locality, 2014

Adolescence, a critical phase of rapid physical, social, and psychological growth, encompasses individuals aged 10 to 19 years, Evaluating nutritional status for decades has involved standard methods like dietary, anthropometric, biochemical tests, and clinical signs, often incorporating socioeconomic status (SES) as a key determinant. The study aimed to assess the nutritional status of students (10-12 years old) attending three types of basic schools whose families’ SES was categorized according to school fees paid as high, medium and low. Methodology: This cross-sectional community-based study investigated the influence of family socioeconomic status (SES) on the nutritional status, school performance, and self-esteem of children aged 10-12 years attending basic schools 2014. 210 participants were chosen. Data were collected through anthropometric measurements and a questionnaire covering demography, dietary patterns, self-esteem assessments, and school performance obtained from schools. Statistical package for social sciences version 26 used for analysis. Result: Data from 210 students (45.2% boys, 54.8% girls) The findings revealed a significant impact of family SES (P=000) on nutritional status, energy and protein intake, school performance, and self-esteem. Low SES families had a higher prevalence of underweight children (66.7%), while high SES families had more overweight and obese children. Those from high SES consumed more animal foods, fast foods, fresh fruits, and vegetables compared to medium and low SES groups. High school grades were predominantly achieved by high and medium SES students, with low SES students obtaining lower grades. Normal-weight students exhibited better school performance and self-esteem than overweight, obese, and underweight students. In conclusion, family SES significantly influenced the nutritional status, school performance, and self-esteem of children attending basic schools. Recommendations, to ensure students' well-being, ..

The Influence of Family Socioeconomic Status, Cultural Capital and Extra Curricular Study on Students’ Academic Achievement

Studying the relationship and interactive mechanism between family socio-economic factors, family cultural resources, extracurricular tutoring, and students’ academic performance can provide theoretical support and direction guidance for optimizing the allocation of educational resources and promoting the improvement of students’ learning quality. This study used PISA China (2015) data to select a sample of 9,841 students from 268 schools covering dozens of districts and counties, and explored the impact of family socio-economic factors, family cultural capital, and extracurricular tutoring factors on students’ academic achievement through a three-layer linear regression model. The study found that when only demography variables were included, it had no significant effect on predicting students’ academic achievements. When adding family socioeconomic group variables, family socioeconomic factors have a significant positive predictive effect on students’ academic performance, with family wealth contributing the most; After adding cultural resource group variables, the explanatory power of the model increased by 40.2%, indicating that cultural resource factors have a significant positive effect on students’ academic performance. Increasing cultural resource investment can have a positive effect on improving students’ academic achievement.

Favouring Middle-and Upper-Class Students? The Structure and Process of Attending China’s Selective Universities

Research suggests the increasing influence of family socioeconomic status, as measured by parents’ income and occupations, in access to Chinese higher education. Yet, the literature remains inconclusive about the extent to which the social background of rural and urban students is associated with academic and social performance at elite universities. We address this limitation by looking at the academic and social success of representative samples of first- and second-year students enrolled at four Chinese elite universities. Our aim is to understand the characteristics that students from both urban and rural environments bring with them and how those characteristics bear on academic and social performance in university. We found an overrepresentation of students from middle- and upper-class backgrounds in both urban and rural student groups. The fact that the process indicator of cultural capital has a direct association with social success suggests students from urban areas exhibit traits valued in the selective university environment.

The Influence of Family Socio-Economic Status, Self-Concept and Academic Achievement on College Students' Entrepreneurial Intention: An Implication of Entrepreneurship Education Policy

The Influence of Family Socio-Economic Status, Self-Concept and Academic Achievement on College Students' Entrepreneurial Intention: An Implication of Entrepreneurship Education Policy

The suppression effect of subjective social status and tolerance for uncertainties on the relationship between family socioeconomic status and prosocial risk taking

BackgroundThe influence of social status on the prosocial behavior of adolescents is very profound, especially in China, where the socioeconomic development is very rapid and the social class is constantly evolving. Prosocial risk-taking (PSRT) behavior is a kind of prosocial behavior which also involves many potential risks, leading to difficulty for adolescents in decision making. Therefore, this study determined the relationship between family socioeconomic status and prosocial risk taking and the mechanism. MethodsTo explore the influence mechanism of family socioeconomic status (FSS) on adolescent prosocial risk taking (PSRT), 2313 adolescents were surveyed using FSS questionnaire, subjective social status (SSS) questionnaire, tolerance for uncertainties (TFU) questionnaire, and PSRT questionnaire. Then, descriptive data analysis was conducted using SPSS software, and a structural equation model was constructed using Mplus software to verify the relationship between variables. ResultsThe results showed that (1) FSS could positively predict adolescents’ PSRT. (2) SSS not only had a suppression effect on the influence of FSS on PSRT alone, but also had a suppression effect on the influence along with TFU. Besides, the mediating effect of TFU was not significant. (3) There were significant gender differences in the structural models. The FSS had a greater impact on the SSS of females than that of males. ConclusionFor adolescents, the development of PSRT behavior is greatly influenced by their subjective perception of their social status and tolerance to uncertainties. This study deepens our understanding of the development of adolescent PSRT behavior.

The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital.

To explore the relationship between family socio-economic status and learning engagement of college students majoring in preschool education, as well as the mediating role of parental autonomy support and the moderating role of psychological capital. A sample of 986 college students majoring in preschool education from Guangdong Province and Jiangxi Province were investigated by family socio-economic status questionnaire, learning engagement questionnaire, parental autonomy support questionnaire and psychological capital questionnaire. First, there was a significant positive correlation between family socio-economic status and learning engagement (β = 0.09, p < 0.05). Second, parental autonomy support played a completely mediating role between family socio-economic status and learning engagement (β = 0.05, p < 0.01). Third, the relationship between parental autonomy support and learning engagement was moderated by psychological capital, and students with high psychological capital had higher learning engagement (β = 0.24, p < 0.001). Family socio-economic status could directly affect learning engagement, and could also indirectly affect learning engagement through psychological capital level moderating parental autonomy support. Our findings highlight the importance of creating an autonomous supportive family environment and focusing on the learning of students from low socio-economic status. Meanwhile, stimulating students' psychological capital should be regarded as a part of education and teaching.

Problem Behaviors of Adolescents: The Role of Family Socioeconomic Status, Parental Educational Expectations, and Adolescents’ Confidence in the Future

The comprehensive theoretical model of problem behaviors proposes that family socioeconomic status is one of the factors affecting adolescent problem behaviors. The purpose of this study is to further explore the mechanism of the influence of family socioeconomic status on adolescent problem behaviors based on the framework of the comprehensive theoretical model of problem behaviors. Further, it is to discover more protective or risk factors affecting adolescent problem behaviors, so as to provide theoretical guidance for the prevention of and intervention in adolescent problem behaviors. This study used data from the 2014-2015 academic year of the China Education Panel Survey (CEPS) conducted by the China survey and data center at the Renmin University of China. A national representative sample of 6888 junior high school students was selected. Among them, 3342 (48.5%) were girls and 3546 (51.5%) were boys with an average age of 14.50 years (SD = 0.68 years). The results revealed that parental educational expectations and adolescents' confidence in the future played a contributory mediating role in the association between family socioeconomic status and adolescents' problem behaviors. Both parental educational expectations and adolescents' confidence in the future are protective factors against adolescents' problem behaviors and enhancing these factors can decrease the likelihood of adolescents' engagement in problem behaviors.

Influence of Parent's Level of Income on Student's Enrolment in Secondary Schools in Rachuonyo East Sub-County, Homabay County, Kenya

Low enrolment rates in secondary schools have been experienced in Homabay County, in particular Rachuonyo East Sub-County. The purpose of the study was to establish the influence of family socioeconomic status on the enrolment of students in Secondary schools in Rachuonyo East Sub-County, Homabay County. A total of 13,786 respondents were targeted comprising 25 Principals, 9 Chiefs, 1 Sub-County Education officer, 5400 parents, and 8350 students. A sample of 355 respondents comprised of 14 Principals, 1 Sub-County Education Officer, 9 Chiefs, 15 parents, and 316 students was sampled for this study. The researcher used simple random sampling to sample the Secondary schools' students, while purposive sampling was applied to sample the principals, Chiefs, and the Sub- County officer. The study depended on questionnaires for students, while an Interview guide was used for Principals, Chiefs, Sub-County Educational officers, and parents. Piloting of research instruments was done in Rachuonyo East Sub-County, on 10% of the sample size. Test-retest technique was used to test for the reliability of the instruments; Cronbach Alpha was used to compute the instruments' reliability at 0.7. To ensure the validity of the research instruments, the instruments were developed under the close guidance of the supervisors. Dependability and credibility are enhanced in the research instruments. After data cleaning, the quantitative data was coded and entered into the computer for analysis using Statistical Package for Social Sciences (SPSS) Version 21 for windows which was analysed through descriptive and inferential statistics which was presented using percentages, frequencies, and coefficient correlation, respectively. Qualitative data was analysed in themes and presented in narrative form. Based on the findings received from the study, it was evident that the socioeconomic status of families had an effect on the enrolment of students in the Rachuonyo east sub-county. There were two strong positive correlations under the level of income objective. There was a high likelihood that students who came from low-income backgrounds would have challenges in enrolling on the next term or class. Additionally, lack of support from parents, demotivation, and indiscipline issues contributed to a decrease in the enrolment of students. It was also vital to note that the two most vulnerable issues that would decrease the enrolment of students were low-income levels and the lower level of education of parents

The role of socioeconomic status in different trajectories of depressive symptoms in Chinese college freshmen.

The associations between socioeconomic status (SES) and depressive symptoms have been found in previous studies. However, the role of SES in different trajectories of depressive symptoms in Chinese college freshmen has not been discovered. The present study aims to identify how depressive symptom trajectories are related to SES during the first semester of freshman. Six hundred fifty-two Chinese college freshmen (64.9% female) were followed 4 times across 4 months. The Latent Growth Mixture Model (LGMM) was used to identify trajectories of depressive symptoms. Multinomial Logical Regression was used to identify the influence of family socioeconomic status (FSES), subjective socioeconomic status (SSS), and demographic variables on trajectories of depressive symptoms for freshmen. Results found that college freshmen’s depressive symptoms gradually decreased during the four tests, F(2.758, 1795.383) = 52.642, p < 0.001, and there are three trajectories of depressive symptoms: normal group (Class 1, 73.1%), depression risk group (Class 2, 20.7%), and depression deterioration group (Class 3, 6.1%). The decline of SSS predicted increasing depressive symptoms. Age and left-behind experience have significant effects on trajectories of depressive symptoms. FSES, birthplace, and gender had no significant impact on trajectories of depressive symptoms. These results demonstrated that low SSS, age, and left-behind might be risk factors for the development of depressive symptoms.

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.

Persistent association between family socioeconomic status and primary school performance in Britain over 95 years

In Britain and elsewhere, the influence of family socioeconomic status (SES) on education is already evident in primary school, and it persists and increases throughout the school years, with children from impoverished families earning lower grades and obtaining fewer educational qualifications than children from more privileged backgrounds. Reducing the effect of family background on children’s education is a pivotal aim of educators, policymakers, and researchers, but the success of their efforts is poorly evidenced to date. Here, we show for the first time that over 95 years in Britain the association between family SES and children’s primary school performance has remained stable. Across 16 British population cohorts born between 1921 and 2011 (N = 91,935), we confirmed previous findings of a correlation between family SES and children’s school performance of 0.28 [95% Confidence Interval 0.22–0.34], after adjusting for cohort-specific confounders. Contrary to the popular assumption that family background inequality has increased over time, we observed only minimal differences in the association between family SES and school performance across British cohorts. We argue that education policies must prioritize equity in learning outcomes over equality in learning opportunities, if they seek to disrupt the perpetuation of social and economic inequality across generations. We speculate that the influence of family SES on children’s education will only noticeably weaken if primary education settings become better equipped to meet and remediate the children’s differential learning needs.

The Influence of Family Socioeconomic Status on Primary School Students' Emotional Intelligence: The Mediating Effect of Parenting Styles and Regional Differences.

Select 180 primary school students from a city primary school in Shanghai, a developed area in eastern China, and 146 primary school students from a rural primary school in Jingzhou, a centrally underdeveloped area, as subjects. The method of scale is used to explore the influence of family socioeconomic status on the emotional intelligence of primary school students, and the mediating role of parenting styles in this influence and the difference in this effect in the two regions. The results show that: (1) The socioeconomic status and emotional intelligence of primary school students in Jingzhou are significantly lower than those of primary school students in Shanghai. In terms of parenting style, the emotional warmth and understanding of the fathers and mothers of Jingzhou’s primary school students are both significantly lower than those of Shanghai’s primary school students; (2) the socioeconomic status and emotional intelligence of the primary school students in Jingzhou are significantly and positively correlated with the parents’ emotional warmth and understanding parenting styles, while the socioeconomic status and emotional intelligence of the primary school students in Shanghai are only significantly positively correlated with the father’s emotional warmth and understanding parenting style; and (3) parenting style has a mediating effect between family socioeconomic status and emotional intelligence, but this effect has regional differences. The specific performance is as follows: The parents’ emotional warmth and understanding parenting styles of the primary school students in Jingzhou play a partial mediating effect between the family socioeconomic status and emotional intelligence, while the Shanghai primary school students’ fathers’ emotional warmth and understanding parenting style plays a complete mediating effect in family socioeconomic status and emotional intelligence.

Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese-English Bilingual Children: The Moderating Role of Second Language Instruction.

This study investigated the associations among bilingual phonological awareness, morphological awareness, and vocabulary by focusing on their genetic and environmental etiologies. It also explored the influence of family socio-economic status (SES) and language exposure amount on the genetic and environmental effects. A twin study was conducted with 349 pairs of Chinese-English bilingual twins (mean age = 7.37years). Cross-language transfer was found in phonological and morphological awareness but not in vocabulary knowledge. A common genetic overlap was found among these bilingual abilities. We also found a common shared environmental effect that may account for the cross-language transfer in phonological awareness and the associations among English abilities. SES and language exposure were significant environmental influences on bilingual phonological awareness and English vocabulary. More teaching in Chinese was related to a stronger genetic effect on Chinese morphological awareness, whereas more teaching in English was related to a stronger environmental impact on English abilities.

The impact of family socioeconomic status on prosocial behavior: a survey of college students in China

College students’ prosocial behaviors have been shown to help them to attain honor, achieve happiness, and improve their social adaptation. This study was designed to examine the mediating roles of parent-child attachment and emotion regulation self-efficacy in the relationship between family socioeconomic status and prosocial behaviors. A survey was conducted among 458 college students randomly selected from six universities in two Chinese provinces characterized by a medium level of higher education development. The model was verified by structural equation modeling and mediation effect testing methods. The study revealed that family socioeconomic status had a positive effect on parent-child attachment and emotion regulation self-efficacy, but had no direct effect on the students’ prosocial behavior. Moreover, parent-child attachment and emotional regulation self-efficacy both mediated the influence of family socioeconomic status on the prosocial behavior of college students. Finally, family socioeconomic status affected the prosocial behavior of college students through the chain of parent-child attachment and emotional self-efficacy.

The influence of family socioeconomic status on toothbrushing practices in Australian children.

To assess the relationship between toothbrushing behavior and socio-demographic characteristics in Australian children. Data were collected through the 2012-2014 Australian National Child Oral Health Survey (NCOHS). NCOHS was a cross-sectional survey of representative school children aged 5-14 years of Australia with a total sample size of 24,664 children. Two-thirds (69%) of Australian children brushed twice or more times a day and the mean age of starting toothbrushing with fluoridated toothpaste was 24 months. Males were less consistent with toothbrushing than females (OR=0.85; 95% CI: 0.74-0.97) and the likelihood of brushing twice or more a day improved with the increase in age (OR=1.05; 95% CI: 1.02-1.08). Children with university educated (OR=1.80; 95% CI: 1.44-2.26), vocational trained parents'/guardians' (OR=1.45, 95% CI 1.11-1.90), living in families with an income of >AU$120,000 (OR=1.42; 95% CI: 1.08-1.89) and having an overseas born parent (OR=1.30; 95% CI: 1.07-1.58) were more likely to brush their teeth twice or more a day than their comparative counterparts. Children in households with two children (OR=1.33; 95% CI: 1.07-1.64) were more likely to brush twice or more than single-child households. Children with a health welfare card tended to delay the start of toothbrushing by 1.4months in comparison to those without a welfare card. Children with one of the caregivers born overseas started brushing later than those with Australia born caregivers (B= 1.04; SE=0.46). Children living in high income and educated families and households with two or more children tended to start toothbrushing at an earlier age. Several family socio-demographic factors influenced toothbrushing habits in Australian children.

家庭社会经济地位对汉语儿童母语词汇发展的影响

家庭社会经济地位对汉语儿童母语词汇发展的影响