The influence of socioeconomic status, working memory and academic self-concept on academic achievement
| Autor: | J. Chevalère, L. Cazenave, R. Wollast, M. Berthon, R. Martinez, V. Mazenod, M. C. Borion, D. Pailler, N. Rocher, R. Cadet, C. Lenne, N. Maïonchi-Pino, P. Huguet |
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| Přispěvatelé: | Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Centre National de la Recherche Scientifique (CNRS)-Université Clermont Auvergne (UCA), Laboratoire d'Informatique, de Modélisation et d'Optimisation des Systèmes (LIMOS), Ecole Nationale Supérieure des Mines de St Etienne (ENSM ST-ETIENNE)-Centre National de la Recherche Scientifique (CNRS)-Université Clermont Auvergne (UCA)-Institut national polytechnique Clermont Auvergne (INP Clermont Auvergne), Université Clermont Auvergne (UCA)-Université Clermont Auvergne (UCA), Rectorat de l'Académie de Clermont-Ferrand, Activité, Connaissance, Transmission, éducation (ACTé ), Université Clermont Auvergne (UCA), Maison pour la Science/Auvergne (MPSA), Laboratoire de Physique et Physiologie Intégratives de l’Arbre en environnement Fluctuant (PIAF), Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE)-Université Clermont Auvergne (UCA), EFRAN-PROFAN |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Structural equation modelling
[SHS.EDU]Humanities and Social Sciences/Education Socioeconomic status [SCCO.PSYC]Cognitive science/Psychology Developmental and Educational Psychology Working memory [SHS.PSY]Humanities and Social Sciences/Psychology Academic self-concept Academic achievement Adolescents Education |
| Zdroj: | European Journal of Psychology of Education European Journal of Psychology of Education, 2022, ⟨10.1007/s10212-022-00599-9⟩ |
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-022-00599-9⟩ |
| Popis: | International audience; There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and academic self-concept (ASC). However, because these factors were investigated intensively but in separate fields of research in the past four to six decades, their relationships remain largely unknown. The present study investigated whether SES, WM and ASC interact with each other or represent independent contributions to academic achievement in 2379 adolescents in middle and high schools. The findings confirmed previous results showing that students with lower SES, lower WM and lower ASC perform less well on academic tests. Above all, they revealed subtle patterns of mediating processes. Specifically, individual differences in WM processing, and to a lesser extent in ASC, accounted for most part of the negative impact of low SES on academic achievement. These findings indicate that being a member of disadvantaged groups impair both WM processing and ASC and provide a clearer picture of the complex involvements of socioeconomic, cognitive and self-perception factors in academic achievement. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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