High Socioeconomic Status Students Research Articles

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.

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.

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, ..

A Multicentric study of sleep patterns and electronic media usage in adolescents

Introduction: Adequate healthy sleep is essential for adolescents’ optimal cognitive, and emotional functions and physical health. With media overload and stimuli from electronic gadgets, multitasking and academic stress, students are sleeping for fewer hours, making them one of society's most sleep-deprived age groups. Association of Adolescent and Child Care in India (AACCI) conducts multicentric studies to survey the lifestyles of children and adolescents in India, which include the use of electronic media and sleep patterns. These results are shared with the management, teachers and parents and programs are held for them and the students to make them aware of the importance of improving sleep patterns and proper sleep hygiene and the risks of poor sleep habits. Methods: This paper shows the results of a multicentric college study. This data was collected from participants of AACCI Life Skills Education (LSE) workshops conducted in six different colleges in India during the period 2008 and 2010. A standardized and validated Questionnaire on Life style has been created by AACCI for use in these multicentric surveys The sample comprised 289 college students from six groups – A) and B) 62 First year Junior college from Mumbai (age range 16-18 years; 32 students of high socioeconomic status from an elite college and 30 students from middle socio-economic status), C) 113 First-year medical students from Pune (age range 18-19 years), D) 32 students from Vocational college from Mumbai (age range 19-21 years), E) 40 Final year nursing college From Delhi (age range 19-24) and F) 42 M.Tech Post Graduate (PG) Engineering Hyderabad (age range 20-25 years). Ethical clearance: Ethics approval was obtained from AACCI Institutional ethics committee. Permission and consents: Prior permissions were taken from the college Principals to conduct the workshop, including parental permission for the participants below 18 years of age. Written assent (16-17 years) consent (>18 years) was obtained from the students by including it in the questionnaire form. Statistical analysis: The data has not been analysed statistically, as the sample size at each centre was small and their backgrounds were different. Descriptive comparisons have been made across students’ sleep patterns and electronic usage. Results: Results indicated that students from the younger age group slept longer than those from the older group. Nursing and medical students had less sleep hours due to erratic schedules. PG engineering students had the most regular sleep hours. Regarding electronic devices, PG Engineering students used the computer and internet for >6 hours daily; nurses used the computer internet and mobile the least. Mumbai students watched Television the most while engineering students watched it the least. AACCI conducted workshops for these students to inculcate in them, a healthy lifestyle.

Peer preferences and educational decisions: heterogeneous associations across student socioeconomic status

Peers may both promote conformity and discourage ambitious choices when students make educational decisions. Low socioeconomic status (SES) students may be more sensitive to outside influence than high SES students when making educational decisions. Considering the case of choosing between an academic track and a vocational track in Danish post-compulsory education, I test whether low SES students are more prone to conform to peer preference or more likely to be deterred from choosing the more ambitious academic track by more ambitious peers. I test these hypotheses using multilevel models with school fixed effects on survey data from 882 Danish 9th-grade students, with information on track choice and survey measures of normative track preference. I find that higher classroom peer preference for the academic track is associated with higher probability of choosing the academic track, especially for low SES students. Thus, ambitious peers may help compensate for inequality in track choice.

Trends of risk behaviors in adolescents: a 10-year study in a representative sample of Tuscany, Italy

Abstract Background The aim of the study was to evaluate the trends of prevalence of several health risk behaviors (HRBs) and health conditions over a 10-years period in a representative sample of adolescents of Tuscany Region, Italy. Methods The study had a repeated cross-sectional design, data from the last four survey waves of EDIT surveillance (2008-2018) were used. EDIT surveillance investigates HRBs in a representative sample of students attending the upper secondary schools of Tuscany. Prevalence of 17 HRBs and health conditions were considered and analyzed by age, sex, and socioeconomic status (SES). Results A total of 21.943 students were surveyed from 2008 to 2018. Declining trends in the participation in smoking, cocaine use, driving under the influence of alcohol and drugs, and problem gambling were observed, while alcohol abuse and at-risk sexual behaviors remained unchanged or increased during the study period. During the most recent survey males resulted more frequently involved in most of the HRBs, while females more frequently reported physical inactivity, regular smoking and not using a condom. Female participation in smoking and alcohol abuse behaviors, fruit and vegetables consumption, and bullying worsened over the study period. Smoking, poor dietary habits, physical inactivity, high distress level, and obesity were more frequently observed in low SES students than in high SES students. Conclusions In conclusion findings showed various different tendencies in adolescent participation in HRBs over the course of the last decade; concerning trends in at-risk sexual behaviors and alcohol consumption and females’ risk-taking behavior on the rise require careful monitoring and intervention. Key messages • Distinct tendencies according to sex, socio-economic condition and specific health risk behavior were observed in adolescent participation in health risk behaviors over the course of the last decade. • Health promotion and prevention interventions tailored on specific health risk behaviors and population groups are needed.

New horizontal inequalities in Japanese education? Examining socioeconomic selectivity in pre-college study abroad intent and participation

The literature on social inequality in study abroad almost exclusively focuses on university students. This paper systematically examines the role of socioeconomic status (SES) for study abroad intent (SAI) and uptake across all levels of pre-college education in Japan, thereby also providing a first in-depth empirical study on pre-college study abroad (PSA) in this country. Drawing on theories of social inequality (especially the effectively maintained inequality (EMI) thesis) in combination with elements from cumulative advantage and life course research, we understand the intention and final decision to study abroad as an outcome of SES-specific differences in educational biographies, with higher SES families seeking transnational education for their children to achieve status advantages. Using large-scale cross-sectional data for Japan ( N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions show that children from high SES families are generally more likely to (1) express SAI (especially for college) and take up PSA; and (2) choose more exclusive forms of PSA, i.e. earlier and more lengthy stays. Findings further indicate that (3) the SES-gap in the likelihood to show SAI or take up PSA is highest at the pre- and high school levels. Applying the KHB method we found that (4) the percentage of SES effects on SAI mediated through earlier PSA experience is marginal or even reversed at times. We conclude that early PSA experience is positively related to further SAI, with high SES students likely accumulating transnational human capital to a greater extent, possibly acquiring status advantages. In sum, our results support the EMI and cumulative advantage perspectives, indicating undetected first- and second-level horizontal inequalities in Japanese education and call for similar research in other national contexts. • The likelihood for pre-college study abroad intent and uptake is higher for children from higher SES backgrounds. • SES effects on short- and long-term pre-college stays abroad are always significant, but highest at pre- and high school. • Prior study abroad hardly mediates SES effects on study abroad intent indicating a widening SES gap in future study abroad. • Our findings point to first- and second-level horizontal inequalities in study abroad uptake in Japan.

COVID-19 within families amplifies the prosociality gap between adolescents of high and low socioeconomic status

COVID-19 has had worse health, education, and labor market effects on groups with low socioeconomic status (SES) than on those with high SES. Little is known, however, about whether COVID-19 has also had differential effects on noncognitive skills that are important for life outcomes. Using panel data from before and during the pandemic, we show that COVID-19 affects one key noncognitive skill, that is, prosociality. While prosociality is already lower for low-SES students prior to the pandemic, we show that COVID-19 infections within families amplify the prosociality gap between French high school students of high and low SES by almost tripling its size in comparison to pre-COVID-19 levels.

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

Background/Context Although dual enrollment (DE) programs have indicated positive impact on various high school and postsecondary outcomes, access to DE programs remains unequal; historically marginalized students are less likely than other students to attempt college credits in high school. Despite DE being a widely adopted program at the state level, these programs vary greatly by eligibility criteria, funding models, delivery location, and modality. Purpose/Objective/Research Question/Focus of Study Guided by prominent learning theories, we hypothesize that the influence of early DE on later educational pathways and outcomes may vary by the location in which DE is delivered. This study examines whether the delivery location of DE (i.e., on a college campus or otherwise) influences students’ college readiness and first-year academic momentum in college, with a special focus on its heterogeneous effect among students of diverse racial and socioeconomic background. Research Design Using the restricted-use data from High School Longitudinal Study of 2009 (HSLS:09), we use a quasi-experimental approach (i.e., inverse probability weighting models) with a nationally representative sample of students who have taken at least one DE course by 11th grade. Findings/Results The findings reveal that students who took at least one DE course on a college campus do not differ in their cumulative high school GPA, in their probability of attending college, in whether they took developmental courses, in whether they attended college immediately after high school graduation, and in their probability of full-time enrollment when compared with those who took DE course(s) elsewhere. However, the findings are not applicable to all students of varying background defined by race/ethnicity and socioeconomic status. Conclusions/Recommendations This study provides several implications: (1) Because DE courses taken on a high school or college campus equally fuel students’ college readiness and early academic momentum, advising practices should acknowledge the benefits of DE courses regardless of delivery location. (2) DE participation with college exposure may particularly benefit students of higher socioeconomic status (SES), so interventions that offer holistic college experiences beyond academic work are needed to effectively prepare lower SES students for college life and accumulate academic momentum are needed. (3) States and educational entities should be mindful about the potential disparate effect of DE programs and provide regulation, oversight, and quality assurance so that these programs can narrow the postsecondary achievement gap.

The back of the coin in resilience: on the characteristics of advantaged low-achieving students

In the field of Economics of Education the “resilience” term is used to designate those students from low socio-economic backgrounds who can overcome their initial situation and obtain high academic results. However, the opposite kind of student profile has been a less explored field, i.e., high socio-economic status students who perform poorly and are thus denoted as advantaged low-achieving students. Because of that, the current study intends to disentangle the characteristics which influence the likelihood of high socio-economic students to become low-achievers. In order to do this, we use census and longitudinal education data and a rich set of variables from secondary education students in the most populated region of Spain (Andalusia). Our results show that students’ use of time and self-confidence, together with parental engagement, when students were in primary education, are relevant variables in explaining the low achievement of advantaged students.

Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science: Evidence from PISA 2018 Philippine data

ABSTRACT The growth mindset is the belief that one’s level of intelligence can be changed, and many education-reform advocates have pushed for growth mindset interventions in the belief it will improve achievement in schools. While researchers have debated the usefulness of mindset interventions in schools, current research has focused on investigating the social contexts within which the growth mindset benefits are realized. As there are divergent findings regarding how socioeconomic status (SES) relates to growth mindset, this study examines how SES moderates the relationship between Filipino students’ growth mindset and learning in mathematics and science. Data from a nationally representative sample (n = 7,233) of Filipino students from the PISA2018 database were analyzed. The results show that holding a growth mindset was positively associated with learning in mathematics and science, explaining a small portion of variations in learning. In contrast, SES explained a larger portion of variations in learning. The positive association between growth mindset and learning was found only among higher SES students; there was a nonsignificant relationship between growth mindset and learning among lower SES students. The results are discussed in terms of how social resources supportive of efforts to improve intelligence might be prerequisites for realizing growth mindset benefits.

Preservice teachers’ attitudes, attributions, and stereotypes: Exploring the disadvantages of students from families with low socioeconomic status

In many educational systems, students from families with low socioeconomic status (SES) often score lower in academic achievement than their high SES peers. Even though this effect is well-documented and research on teachers’ stereotypical beliefs and attitudes is steadily increasing, the studies so far did not specifically focus on students’ SES. In the current study, we explored preservice teachers’ implicit attitudes and their stereotypical and prejudiced beliefs toward low SES students as well as their causal attributions for the low educational success of low SES students. Results showed that teachers had negative implicit attitudes toward low SES students and that they more strongly associated competences and good learning and working habits with high SES students. The correlations highlighted the role that stereotypes play in causal attributions. Participants who more strongly associated low SES with competence and good working and learning behaviors were less likely to endorse internal attributions but were more likely to emphasize external attributions. Hence, when preservice teachers see low SES students as having high ability, they also strongly view the educational system as a source of the disadvantages that low SES students experience in school.

Self-perceptions about academic achievement: Evidence from Mexico City

A growing body of evidence suggests that people exhibit large biases when processing information about themselves, but less is known about the underlying inference process. This paper studies belief updating patterns regarding academic ability in a large sample of students transitioning from middle to high school in Mexico City. The analysis takes advantage of rich and longitudinal data on subjective beliefs together with randomized feedback about individual performance on an achievement test. On average, the performance feedback reduces the relative role of priors on posteriors and shifts substantial probability mass toward the signal. Further evidence reveals that males and high-socioeconomic status students tend to process new information on their own ability more effectively.

The Relationship Between Family Socioeconomic Status and Career Outcomes: A Life History Perspective

Based on the life history perspective, this study tested a serial mediation model in which family socioeconomic status (SES) related to person–job fit via resource scarcity, career exploration, and goal persistence. We expected that when seeking employment, higher SES students would perceive lower resource scarcity, and, in turn, adopt more adaptive career behaviors (i.e., career exploration and goal persistence) to maximize career success, which would then lead to better person–job fit upon graduation. Using a sample of 224 final-year students (mean age 21 years, 77% male), we found, as expected, that higher SES was related to more career exploration and goal persistence via lower perceived scarcity and that exploration and persistence were related to better person–job fit. In addition, higher SES was indirectly related to person–job fit via scarcity and the two career behaviors. The findings highlight the importance of family SES in young people’s career development.

Parenting Style and Emotional Distress Among Chinese College Students: A Potential Mediating Role of the Zhongyong Thinking Style.

Previous studies suggested that parenting style was associated with college student’s emotional distress. However, little is known about the underlying mechanisms of this relation in Chinese culture. The present study investigated the associations between parenting style and college student’s emotional distress (depression and anxiety symptoms), examined the mediating effects of Confucian personality-Zhongyong thinking, and explored whether gender, age, and socioeconomic status (SES) moderated the direct and/or indirect effects of parenting style on emotional distress. Results from a large representative sample of Chinese college students (n = 3943) indicated that (a) parental rejection and overprotection was positively and mildly associated with depressive and anxiety symptoms and negatively and mildly related to Zhongyong thinking. Parental warmth significantly correlated with the three variables in the opposite direction; Zhongyong thinking correlated negatively and moderately with depression, and mildly with anxiety; (b) Zhongyong thinking partially mediated the associations of parental rejection and warmth with emotional distress. Specifically, to the extent that students perceived less rejection and more warmth, they were more likely to develop Zhongyong thinking associated with decreased emotional distress; (c) gender and SES moderated the association between parenting style and Zhongyong thinking. Specifically, for students with low SES, the negative relationship between parental overprotection and Zhongyong thinking was stronger; for males and high SES students, the positive link between parental warmth and Zhongyong thinking were stronger. Results highlight the importance of researching potential effects of college student’s Zhongyong thinking within the family system in Chinese culture.

Perceptions of School Uniforms in Relation to Socioeconomic Statuses

The purpose of this study was to examine any relationships between students’ perceptions of the effects of school uniforms and student socioeconomic status. A survey was administered to 182 students in a charter school to gather perception information, and a separate survey was administered to parents to gather socioeconomic status information. An examination of individual survey items revealed older students were more likely to report that school uniforms help to reduce bullying and teasing, and some students of high socioeconomic status reported that uniforms help reduce arguments with parents about clothing. Student responses on 10 survey items were grouped into one factor called School Climate, reflecting student perceptions on how uniforms affect the school’s climate. Analyses revealed no significant relationships between the School Climate factor and socioeconomic status. However, Hispanic students reported a significantly more positive response overall than non-Hispanic students. These findings suggest students of various socioeconomic status perceive school uniforms similarly, but older students could be more likely to associate uniforms with a reduction in bullying.

Influence of sociodemographic and economic factors on physical activity among university students

Objective: To estimate the influence of socioeconomic factors on the variation in time spent by university students on physical activity after the first academic year. Methods: Quantitative longitudinal study of 348 full-time university students aged 16-25 years from the capital of Mato Grosso, Brazil. Change in time spent on moderate and vigorous physical activity was assessed in minutes per week through the short version of the International Physical Activity Questionnaire (IPAQ). The following independent variables were analyzed: gender, age, race/skin color, economic class, students’ housemates and field of study. Multinomial regression analysis was used to check for associations between physical activity time variation in tertiles and the independent variables. Results: The overall change in median physical activity time in one year was -90.0 minutes/week. Students of higher socioeconomic status maintained the same physical activity time, while those in other socioeconomic classes showed a decrease in such time after the first year at university. After adjustments, lower economic class (OR=2.85; 95%CI= 1.26-6.43) and living in a shared house (OR=2.84; 95%CI= 1.26-6.38) were associated with decrease in time spent on physical activity. Conclusion: There was a decrease in time spent on physical activity among students belonging to the lower economic classes who lived in a shared house after the first year at university.

Understanding the Impact of OER Courses in Relation to Student Socioeconomic Status and Employment

The purpose of this study was to measure efficacy of Open Educational Resources (OER) on student academic achievement as well as student perceptions and use of OER, specifically among students of low socioeconomic status (SES). The authors of this study collected achievement and demographic data from students enrolled in 10 sections of an undergraduate course at a private, four-year not-for-profit institution in the Pacific Northwest. Students in earlier class sections of the course used non-OER materials (n=95), and those in later sections used materials developed from OER (n=111). An online survey including questions on socioeconomic status, perceived achievement and motivation, experience in the course, textbook-buying habits, and preferences in textbook formats was distributed to the participants in both the OER and non OER sections. Data were analyzed using a random effects model design. No significant difference in academic achievement between the OER and non-OER courses was found. Survey responses indicated that students perceived their motivation and achievement to be improved with OER. Additionally, students with self-reported low SES indicators perceived they worked significantly more than high SES students, and working more is slightly positively correlated to perceived impact of OER on achievement and motivation. The results from this study may inform further research on the impact of SES and employment on student perceptions and use of OER.