Two Forms of Social Inequality in Students' Socio-Emotional Skills: Do the Levels of Big Five Personality Traits and Their Associations With Academic Achievement Depend on Parental Socioeconomic Status?
| Autor: | Beatrice Rammstedt, Jens Bender, Naemi D. Brandt, Clemens M. Lechner |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Schullaufbahn
Benachteiligung 050109 social psychology Academic achievement Developmental psychology deprivation Big Five ddc:150 Persönlichkeit soziale Herkunft Psychology sozialer Status Big Five personality traits General Psychology Applied Psychology soziale Kompetenz media_common Original Research emotionality social inequality school success 05 social sciences social competence socio-emotional skills BF1-990 academic achievement Trait media_common.quotation_subject Bildungsverlauf social background soziale Ungleichheit 050105 experimental psychology socioeconomic status angewandte Psychologie Emotionalität course of education Personality 0501 psychology and cognitive sciences Social inequality Cognitive skill Socioeconomic status GPA Disadvantaged social status Psychologie personality Persönlichkeitspsychologie Personality Psychology Starting Cohort 4 of the German National Educational Panel Study (NEPS) waves 1 and 2 Schulerfolg school career |
| Zdroj: | Frontiers in Psychology, Vol 12 (2021) Frontiers in Psychology |
| ISSN: | 1664-1078 |
| Popis: | Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive to achievement are themselves unevenly distributed in disfavor of socially disadvantaged students. Our paper contributes to this debate. Analyzing representative, large-scale data on 9,300 ninth graders from the German National Educational Panel Study (NEPS) and using the Big Five personality traits as a measure of socio-emotional skills, we cast light on two related yet distinct aspects of social inequality in socio-emotional skills: First, do levels of personality traits conducive to achievement vary as a function of students' parental socioeconomic status (pSES)? Second, do the returns to personality traits in terms of trait–achievement relations vary as function of pSES? Results showed that differences in Big Five traits between students with different pSES were small (0.04 ≤ |r| ≤ 0.09), especially when compared with pSES-related differences in cognitive skills (fluid intelligence) and sex-related differences in personality. The returns to Conscientiousness—the personality trait most relevant to achievement—in terms of its relations to academic achievement were higher in higher- vs. lower-SES students. Trait–achievement relations did not vary as a function of pSES for the other Big Five traits. Overall, both types of inequality were limited in magnitude. We discuss the implications of these findings for policy and practice and delineate directions for further research. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|