Socioeconomic Status Students Research Articles

Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups.

We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students' content-area engagement on teachers' content-area enjoyment, controlling for students' initial engagement in that content area and other relevant covariates. Teachers' English language arts and mathematics enjoyment were each positively associated with students' engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers' emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints

BackgroundDespite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health. AimsThis study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES). SampleThe analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system. MethodsEmploying structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education. ResultsTeacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health. ConclusionsThe results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.

Associations among educators' beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators' supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators' beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators' beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators' supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators' beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators' beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators' supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Effects of the Flint water crisis on the educational outcomes of school-age children.

In 2014, the municipal water source in Flint, Michigan was switched, causing lead from aging pipes to leach into the city's drinking water. While lead exposure in Flint children increased modestly on average, some children were exposed to high lead levels. Surveys of Flint residents show the water crisis was also associated with increased levels of stress, anxiety, and depression. We use Michigan's administrative education data and utilize synthetic control methods to examine the impact of the crisis on Flint's school-age children. We find decreases in math achievement and increases in special needs classification, even among children living in homes with copper (rather than lead) water service lines. Low socioeconomic status students and younger students experienced the largest effects on math achievement, and boys experienced the largest effects on special needs classification. Our results point toward the broad negative effects of the crisis on children and suggest that existing estimates may substantially underestimate the overall societal cost of the crisis.

Categorization Patterns of Career Plan Choice Based on Demographic Characteristics of Teacher Education Students

This study aims to describe the pattern of categorization of the certainty of career plan choices for educational program students and its relationship with their demographic characteristics. Respondents totaled 377 people (male = 176 and famale = 201) who were drawn randomly from a number of education program students at the University of Lampung. Data on the certainty of students' career plan choices is collected through the CCCS (Career Choice Certainty Scale). The research found that in general the categorization of the certainty of education students' career plan choices is patterned Quite Certain, Not Certain, Certain, Very Certain, Uncertain, and Very Uncertain. In detail, the pattern of categorization of the certainty of students' career plan choices varies according to the grouping of their demographic characteristics (gender: male and female, place of residence: urban and suburban, study program: scientific and social, and family socio-economic status: high, medium, low). The results of examining the relationship between the categorization of the certainty of career plans and students' demographic characteristics, it turns out that where they live, the chosen study program, and the socio-economic status of students' families are significantly related to the certainty of their career choice plans, although the strength of the relationship between these variables is categorized as weak. Meanwhile, the student gender variable was not significantly related to the certainty of their career choice plans.

Understanding the relation between socioeconomic status and elementary science achievement: A quantile regression approach

AbstractA student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21.8% Hispanic, 12.7% Black and 6.6% Asian) and 10,339 fifth‐grade students (51.3% boys, 49.4 White, 27.2% Hispanic, 9.4% Black and 8.2% Asian). We found less variability in science achievement scores for those high on SES than those low on SES. The scores of the high SES students cluster together on the high end of science achievement, whilst those from low SES score across the distribution. These findings highlight the need to explore what can mitigate the relation between SES and science achievement and where resources to support science achievement are most needed.

Digital location tracking in the parent/caregiver-college student dyad.

As college students navigate new developmental milestones, many families rely on digital technology to stay connected and aid in the transition to adulthood. Digital location tracking apps allow for parental monitoring in new ways that may have implications for youth development. Although recent research has begun to examine prevalence and motivations for digital location tracking in adolescence, we know little about how and why families continue to track into the transition to college, and how this may relate to perceptions of helicopter and autonomy supportive parenting. In a cross-sectional study of 706 community college and 4-year university students in the Southeastern United States, we describe prevalence and sociodemographic differences in parent/caregiver digital location tracking of their college student children, and how this may be associated with perceptions of helicopter parenting and parent/caregiver autonomy support. Findings suggest that digital location tracking is a fairly common practice among college students, with nearly half of the sample endorsing currently or previously being digitally location tracked by their parent/caregiver. Younger, White, and higher socioeconomic status students were more likely to be tracked. Those students who were currently being digitally location tracked tended to perceive their primary parent/caregiver as engaging in more helicopter parenting and as less supportive of their autonomy. This brief report provides preliminary insight into parent/caregiver digital location tracking of their college student children. It is our hope that future research will further examine how digital location tracking may be helping or hindering attainment of developmental milestones in the digital age.

College and career competency needs assessment of home economics strand students: Basis for Career Guidance Program

The study analyzes Home Economics Strand program students' demographic profiles, career aspirations, and perceived competencies. It finds that most students are 17-18 years old, aligning with Senior high school levels. However, there is a significant gender imbalance, with more female students enrolled. The socio-economic status of students’ parents indicates financial challenges, with 78.08 % earning less than P10,000 monthly. This highlights the students’ economic background and potential difficulties meeting basic needs, including education. The study suggests exploring these factors to inform the design of targeted support systems. The survey examines students’ interests, capabilities, career choices, and professional objectives. Results show a higher interest in bread and pastry production and food and beverage/bartending, while financial management, culinary expertise, and leadership qualities are highly valued. The research suggests that educational institutions should modify curricula to enhance these skills. Self-evaluation of students’ abilities in home economics curriculum areas can help determine confidence levels. Proficiency in Fashion in Hospitality Management and family and consumer sciences knowledge are seen as weaker, while entrepreneurial mindset and adaptability/flexibility are highly valued. The correlation matrix explores the relationships between students' interests and skills, suggesting strong connections between various hospitality management sub-fields. Finally, the study concludes by highlighting the importance of the presented data in informing decision-making regarding curriculum development, support systems, and career guidance. Moreover, it emphasizes the importance of investigating how socio-economic factors impact learners' academic experiences to nurture an educational atmosphere that promotes inclusivity and provides support.

Student Opposition to University Pouring Rights Contracts

IntroductionThe majority of large public universities have exclusive pouring rights contracts (PRCs) with beverage companies that produce and market sugar-sweetened beverages (SSBs). PRCs contain provisions that conflict with recommendations from major public health organizations that institutions reduce SSB availability, marketing, and consumption. This study assessed the following among students at 3 public universities: student perception of PRCs–the extent to which they favored or opposed PRCs, the association between student socioeconomic characteristics and perception of PRCs, student estimates of PRC revenue, and the association between student PRC revenue estimates and perception of PRCs. To contextualize results, actual PRC revenue as a percent of total revenues was estimated. MethodsA cross-sectional exploratory study was conducted among a convenience sample of 1,311 undergraduate SSB-consuming students recruited from 3 large and diverse public universities in Northern California. On an online questionnaire, undergraduate students indicated the extent to which they favored or opposed PRCs on a 10-point scale (oppose=1-5, favor=6-10) and provided a numeric estimate of the percentage of total university revenue they thought their university's PRC generated. Regression models were used to analyze differences in perception of PRCs by student socioeconomic status and estimates of university revenues generated by PRCs. Additionally, PRCs and financial reports were obtained from the 3 universities to estimate actual PRC revenue as a percent of total revenues. Survey data were collected between August and November 2018 and analyzed August 2022. ResultsA large majority of students (81%) opposed PRCs, and opposition did not significantly differ by student socioeconomic status, including by levels of food security, need-based financial aid, participation in federal food assistance or healthcare programs, parental education, or parental income (all p-values > 0.14). The median student estimates for PRC revenue as a percentage of total university revenue was 10%. In contrast, the estimated actual annual revenue generated from the PRCs ranged from 0.01-0.04% at these schools. Revenue estimates were not significantly associated with participants’ opposition or favoring of PRCs (p = 0.65). ConclusionsA large majority of students opposed PRCs, and this opposition was similar regardless of student socioeconomic status or student estimates of PRC revenues. Students markedly overestimated (by >100-1000-fold) the percentage of university revenue that came from PRCs. University administration should consider student views on PRCs when deciding whether to exit or continue with PRCs.

Quality and quantity: How contexts influence the emergence of teacher bias

AbstractA growing body of research has demonstrated that teachers’ judgements may be biased by the demographics and characteristics of the students they teach. However, less work has investigated the contexts in which teachers may be most vulnerable to bias. In two pre-registered experimental studies we explored whether the quality of students’ work, and the cognitive load placed on the grader, would influence the emergence of biases relating to socioeconomic status (SES) and ethnicity. In Study 1, teachers (N = 397) graded work of either high or low quality that had ostensibly been written by a student who varied in terms of SES and ethnicity. We found that SES and—to a lesser extent—ethnicity biases were more likely to manifest when the standard of work was below average, largely favouring a student from an affluent White background. In Study 2, an undergraduate sample (N = 334) provided judgements based on an identical piece of work written by a student who varied by SES and ethnicity. Importantly, they formulated these judgements whilst working under high or low cognitive load, which was manipulated via a simultaneous listening task. Results showed that under high cognitive load, a student from an affluent White British background was afforded a boost in grading that was not afforded to Black Caribbean and/or lower SES students. These findings highlight contexts in which teachers may be most prone to biased judgements and should be used by educational institutions to de-bias their workflows, workloads and workforces.

College Students Discuss an Important Location to Them During the Pandemic Through Building Websites

During the COVID-19 pandemic, many college students, including low-income and racial minorities, experienced stressors related to their physical and psychological health, relationships, finances, and academic status. Moreover, most students had possessed difficulty previously in writing about their personal and communal identities and needs; exploring place-related rhetorics; and engaging in digital composition practices, including creating a website. This article presents an exploratory case study, which applies a mixed-methods approach employing a convergent-parallel strategy, involving an assignment where students used digital composition practices to build a website about a place, such as their hometown or a local park, that was important to them during the pandemic. The study involved 65 low socioeconomic status (SES) students from a rural university with a Native American subpopulation. For the assignment, students explored their identity and background, as well as how they and their location of choice were impacted by the pandemic. As outcomes of formulating a website about two difficult topics for the students to raise, their identity and the pandemic’s impact upon themselves as part of the greater, epic crisis, students learned to think critically; examine their personal and cultural pandemic-related concerns; research information about their place of choice; make creative decisions about their website; draft, compose, and revise digital work; and reflect upon their project. In completing a website about an important location as the study’s aim, students became more willing to consider their background and the pandemic’s impact on them and to gauge the 24 potentially related stressors they experienced tied to their physical and mental health, familial and social relationships, financial outlook, and academic goals. The author delineates the website assignment’s objectives, and both students and faculty raters measured students’ writing outcomes upon completing their site. Keywords: place, environmental issues, identity, COVID-19 pandemic, stressors, websites, digital composition

Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships

Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher–student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.

Adolescents want to be teachers? Affecting factors and two-decade trends in 39 educational systems

Given the significance of teacher quality and the pressing need to address teacher shortages worldwide, understanding the dynamics of adolescents’ career decision-making among adolescents is crucial. This study aimed to shed light on the evolving landscape of adolescents’ teaching career expectations and its influencing factors using the Programme for International Student Assessment data spanning two decades. Results showed that (a) differences between boys’ and girls’ expectations for teaching careers had narrowed in many advanced economies, with an increasing number of boys aspiring to become teachers. (b) The disparities between high and low socioeconomic status students’ expectations for teaching had also been reduced, while efforts were still needed to recruit prospective teachers from diverse backgrounds. (c) Boys required enjoyment of reading, self-efficacy, and family and teacher support to be attracted to teaching careers, but girls were naturally inclined to be teachers. Importantly, each economy exhibited its unique combinational pattern of pull and push factors. The findings emphasised the need to address the human resource shortages on multiple fronts, particularly reducing gender disparities, engaging boys in teaching careers, and promoting inclusivity in the teaching profession.

Do the Lifestyle and Socio-Economic Status of Students' Parents Affect Students' Consumption Behavior? An empirical study on Satya Wiyata Mandala University Students

The purpose of this study is to examine how Satya Wiyata Mandala University students' consumption patterns are influenced by their lifestyle choices and their parents' socioeconomic standing. This study employs a survey research design and a quantitative methodology. The sample in this study consisted of 197 students, whereas the population consisted of all Satya Wiyata Mandala University students. The method used to collect data is the distribution of questionnaires. With the aid of the SPSS 21 program, statistical analysis is used in the data analysis approach. The study's findings indicate that parents' socioeconomic level and lifestyle choices have an impact on pupils' consumption habits. This study's conclusion is that while examining students' consumption patterns, lifestyle variables and parents' socioeconomic level should be taken into consideration..

Disadvantaged Students Utilize School Campus and Its Resources More Than Non-disadvantaged Students.

Introduction Disadvantaged populations were disproportionately affected by the COVID-19 pandemic, both in the medical and educational settings. Lower-income families often do not have a laptop/desktop computer, adequate internet connection, or a dedicated study space. This unfortunately contributed to poorer academic performance during distance learning. To combat this, the Kirk Kerkorian School of Medicine (KKSOM) did not close down campus during the pandemic. This study analyzes the utilization of campus and live Zoom lectures by KKSOM students and its impact on educational outcomes. Methods We sent an Institutional Review Board (IRB)-approved survey to KKSOM students and asked about study locations, Zoom lecture attendance, and relationship quality during the pandemic. The class of 2024 had a unique experience as they were first-year students during the start of the COVID-19 pandemic and the transition to online learning. However, they always had access to campus and technological resources. We compared the survey scores from a Qualtrics electronic survey and the National Board of Medical Examiners (NBME) scores of students who self-indicated disadvantaged status, first-generation, underrepresented minority, and lower socioeconomic status to those who did not meet these criteria.Data analysis was done using SPSS software version 28.0.1.1 (IBM Corp., Armonk, NY). Results First-generation students studied on campus more frequently than their counterparts (31% versus 20%, p < 0.05) and less at home in general (55.4% versus 67.5%, p < 0.05). Lower socioeconomic status (SES) students attended live Zoom lectures more often as well (56.6% versus 43.1%, p < 0.05). Lastly, no significant differences were found between disadvantaged and non-disadvantaged groups for the class of 2024 in the NBME exam scores or relationship quality scores. Conclusion Our results suggest that students from disadvantaged backgrounds spend more time studying on campus than at home. Additionally, during the COVID-19 pandemic, they attended live Zoom lectures more often than their non-disadvantaged counterparts. Access to campus was not restricted for KKSOM studentsduring the pandemic. This may be one explanation for the lack of disparity between disadvantaged and non-disadvantaged students with regard to academic performance and relationship quality. This makes a strong argument for the importance of campus accessibility for the success of students, especially those from disadvantaged backgrounds.

Acing the test: Educational effects of the SaberEs test preparation program in Colombia

Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.

School Attendance and Academic Achievement: Understanding Variation across Family Socioeconomic Status

Studies consistently show the detrimental effect of school absences on pupils’ achievement. However, due to an accumulation of multiple risks, school absenteeism may be more harmful to achievement among pupils from lower socioeconomic status (SES). Using a sample of upper-secondary students from the Scottish Longitudinal Study (n = 3,135), we investigated whether the association between absences (overall, sickness, and truancy) and achievement in high-stakes exams varied by family SES dimensions (parental education, class, free school meal registration, and housing). The findings for overall absences and truancy show no statistically significant differences across SES groups. However, sickness absences were more harmful to the achievement of lower SES students than higher SES students. Differences between the most and least disadvantaged groups were found on all SES dimensions except for parental education.

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 Impact of the Socioeconomic Status(SES) on the Oral Health Status Among 15 Year-Old School Adolescents In Kerbala City/Iraq

Dental caries, plaque, calculus and gingivitis are the most common and widely spread oral health conditions affecting humans at different ages. Socioeconomic status was reported to be one of the factors affecting the severity of oral diseases. The aim of the study included studying the impact of socioeconomic status on oral health variables and investigating the prevalence and severity of dental caries, gingivitis, dental plaque, and dental calculus and an excellent data baseline for planning future preventive programs. The total sample was composed of 500 male students at 15 years old selected randomly from the secondary schools in Karbala city. Assessment of the socioeconomic status using a questionnaire; information about the student's socioeconomic status (SES) was obtained from the student's guardians. Diagnosis and recording of dental caries were according to the criteria described by WHO (2013). gingival index of Loe and Silness (1963) was followed for recording gingival health condition, the Plaque index of Silness and Loe (1964) was used for plaque assessment, and the assessment of calculus was done by applying the Ramfjord index (1959). A high prevalence of dental caries (95.60%) was found, and the caries-free students represented (4.40%); the caries prevalence and severity represented by (DMFT)(DMFS) respectively and the (FS) component of the DMF were significantly affected by the socioeconomic status (SES), Dental plaque and calculus are more in low SES group than other groups, with no significant differences, The mean of gingivitis of the total sample was(1.908), also finding gingivitis is more in low SES group than other groups with a Significant difference(0.011), and regarding the Gingival severity, all subjects have the moderate type of gingivitis (1.1-2). There is a clear and significant increase in the prevalence of dental caries and gingivitis concerning the socioeconomic status of this adolescent group of students. This requires good dental school health programs and improvement in the education level about the importance of oral health and more regular dental visits. Keywords: Dental caries, oral health, gingivitis, socioeconomic

Socio-economic status moderates the relationship between values and subjective well-being among Chinese college students

Personal values and socioeconomic status (SES) both influence adolescents’ subjective well-being, yet there is still a need to explore whether differences in values and SES have different impacts on one’s subjective well-being (SWB). This study examined the moderation effect of SES in the relationship between two values (self-improvement and collective responsibility) and SBW. A sample comprising 600 Chinese college students (23.40% boys, mean age = 21.21, SD = 1.56) were measured twice over the course of one year using the Chinese Adolescent Values Questionnaire and the Subjective Well-Being Questionnaire. Results showed that self-improvement value may promote SWB of students with a low SES, but this result was not seen in the students with a high SES. Meanwhile, collective responsibility value may promote SWB in students with a low SES, while it may reduce SWB in students with a high SES. Our findings suggested that self-improvement and collective responsibility values can help low SES students access resources and support, helping them overcome unfavorable situations. However, a different picture was shown for students with a high SES. In contrast to the low-SES students, these two values seemed to restrict the growth of students with a high SES, hampering their pursuit of their own goals and interests, which may ultimately diminish their SWB.