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Relationship Between SES and Academic Achievement of Junior High School Students in China: The Mediating Effect of Self-Concept

Authors
  • Li, Shifeng1, 2
  • Xu, Qiongying1, 2
  • Xia, Ruixue1, 2
  • 1 School of Psychology, Northwest Normal University, Lanzhou , (China)
  • 2 Key Laboratory of Behavioral and Mental Health, Lanzhou , (China)
Type
Published Article
Journal
Frontiers in Psychology
Publisher
Frontiers Media SA
Publication Date
Jan 07, 2020
Volume
10
Identifiers
DOI: 10.3389/fpsyg.2019.02513
PMID: 31956315
PMCID: PMC6957470
Source
PubMed Central
Keywords
License
Unknown

Abstract

Over the past decades, the relationship between family socioeconomic status (SES) and academic achievement in school-age children has been well documented. However, the underlying mechanism of how family SES works on academic achievement remains unclear. In this study, we examine the possible role of self-concept in the relationship between SES and school academic achievement among 345 junior high school students in China. The results showed that both family SES and self-concept were significantly associated with the children’s Chinese and mathematics performance, and family SES was also significantly correlated with self-concept. The mediation analysis showed that self-concept partially mediated the relationship between SES and school academic achievement. These findings suggest that interventions targeting self-concept may be an effective way in which to improve children’s school academic achievement.

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