“Feeling” hierarchy: The pathway from subjective social status to achievement^⋆

Abstract

The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habits. The lower SSS students had more depressive symptoms, which led to less effective studying and lower GPA. The model held across different racial/ethnic groups, was tested against alternative models, and results remained stable controlling for objective socioeconomic status. Implications for identity-based intervention are discussed.

Neighborhood income inequality, social capital and emotional distress among adolescents: A population‐based study

“…The items were rated on a four-point scale (1 ¼ 'near to never' to 4 ¼ 'often') and the scale mean was used as an overall measure of emotional distress. The scale has good internal consistency with a ¼ 0.90, and previous studies indicate good reliability and construct validity (Derogatis et al, 1973;Sigfusdottir, Asgeirsdottir, Sigurdsson, & Gudjonsson, 2008;Sigfusdottir, Farkas, & Silver, 2004).…”

Subjective social status and health

“…Accordingly, Destin et al [65] found that lower school SSS among U.S. high school students is associated with lower grade point averages and that this relationship is mostly mediated by depressive feelings. So far, little research has been done on SSS and personality disorders.…”

Income inequality and the developing child: Is it all relative?

“…Adolescents’ SSS may also play an important role in predicting key mediators of educational outcomes, as lower feelings of SSS have been associated with increased depressive symptoms and, in turn, lower academic achievement (Destin, Richman, Varner, & Mandara, 2012). The authors describe these types of downstream effects of SSS on educational performance as a way in which adolescents may “feel” the hierarchy within their settings.…”