Students’ Self-reported Background SES Measures in TIMSS in Relation to Register SES Measures When Analysing Students’ Achievements in Sweden

The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

“…The totality of evidence does also suggest that SES and migration background may be seen as discrete constructs (e.g., see Wiberg & Rolfsman, 2021, for a discussion) but is still potentially interrelated. Moreover, migration background added little to the OLS models alongside other predictors but was statistically significant in most models.…”

“…The aim of the study is to examine the relationships between SES, cognitive ability, noncognitive ability, and grades. In addition, appropriate covariates such as migration background and its interaction with SES (e.g., Wiberg & Rolfsman, 2021) as well as teaching quality (Alatalo et al, 2021) have been included in some of the ordinary least squares regression models.…”

“…This information was then captured by a dummy variable that measured the highest educational level by both the biological parents and the parents living with the child, where 0 = no higher education and 1 = higher education (at least 2 years). While complete SES consists of a composite of parental education, parental income, and occupational position (Sackett et al, 2009), many researchers believe that a single SES indicator is sufficient (e.g., Falk et al, 2021;Wiberg & Rolfsman, 2021).…”

“…Because SES is assumed to be intimately linked to migration background (e.g., Wiberg & Rolfsman, 2021), an interaction term was used to capture a potential interaction effect between SES and MB. Specifically, the same SES variable and a dichotomous MB variable, which consists of two options, Swedish = 0, immigrant = 1, was included alongside the interaction term.…”

“…Apart from cognitive ability (e.g., Deary et al, 2007;Laidra et al, 2007;Li et al, 2019;Roth et al, 2015), it is well established that socioeconomic status (SES) is intimately linked to academic achievement such as grades and scholastic assessment tests in a variety of national and international contexts (e.g., Sirin, 2005;Tan, 2015;Kim et al, 2019), inclusive of Sweden (e.g., Gustafsson & Yang Hansen, 2018;Myrberg & Rosén, 2009;Wiberg & Rolfsman, 2021). Although measurement of SES may differ between countries and regions (e.g., Kim et al, 2019), parental education, home resources, or average (parental) income is typically used to indicate SES.…”