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

Frontiers in Psychology

article

Shifeng Li¹  Qiongying Xu¹  Ruixue Xia¹ 

[1] School of Psychology, Northwest Normal University;Key Laboratory of Behavioral and Mental Health

关键词: socioeconomic status;    self-concept;    school academic achievement;    adolescents;    China;   

DOI  :  10.3389/fpsyg.2019.02513

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY