The influence of socioeconomic status, working memory and academic self-concept on academic achievement

Chevalère, Johann; Cazenave, Loreleï; Wollast, Robin; Berthon, M; Martinez, Ruben G.; Mazenod, Vincent; Borion, Marie-Claude; Pailler, Delphine; Rocher, Nicolas; Cadet, Rémi; Lenne, Catherine; Maïonchi-Pino, Norbert; Huguet, Pascal

doi:10.1007/s10212-022-00599-9

Cited by 13 publications

(6 citation statements)

References 57 publications

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“…Overall, as the test contains 27 sentences and each question is valued equally, each subject's score in both processing and storage is calculated out of 27, and the active memory score of each subject is derived from the average of the two scores, expressed as a percentage (Daneman & Carpenter, 1980). The validity and reliability of this test have been approved in many studies (Chevalère et al, 2023;Taghizadeh et al, 2018).…”

Section: Working Memorymentioning

confidence: 99%

Comparison of Working Memory in Individuals with Obsessive-Compulsive Disorder, Major Depression, Panic Disorder and Healthy Individuals

Sabokbar,

Abolghasemi,

Farhangi

2023

JARAC

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Background and Aim: The purpose of this study was to compare working memory in people with obsessive-compulsive disorder, major depression, panic disorder and healthy individuals. Methods: The research method was causal-comparative. The statistical population of the present study included all patients referred to psychiatric clinics of Qom city in 1401-1400. In this study, a total of 200 people (people with obsessive-compulsive disorder: 50 people, patients with major depressive disorder: 50 and those with panic disorder: 50 and healthy people: 50 people) were selected by available sampling method. The instruments for collecting the research included the working memory of Daniman and Carpenter (1980). Data were analyzed by SPSS software (24) and multi-way ANOVA test. Results: The results of the analysis showed that working memory is different in patients with obsessive-compulsive disorder, major depression, panic disorder and healthy individuals (P<0.01). The working memory of obsessive-compulsive disorder was higher than that of major depressive disorder and panic disorder individuals and less with healthy individuals (P<0.01). Conclusion: It can be concluded that working memory was different in patients with obsessive-compulsive disorder, major depression, panic disorder and healthy individuals.

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Section: Working Memorymentioning

confidence: 99%

Comparison of Working Memory in Individuals with Obsessive-Compulsive Disorder, Major Depression, Panic Disorder and Healthy Individuals

Sabokbar,

Abolghasemi,

Farhangi

2023

JARAC

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“…Letourneau and colleagues (2013) and Korous and Causadias (2022) have come to conclusion that family SES has a small but significant impact on child's development when excluding a combination of such factors as individual, family or community. Meanwhile, the number of studies that describe family SES relationships with child's academic self-beliefs in particular are significantly lower, some of them are conducted recently (OECD, 2015;Chevalere et al, 2022) but some are fairly old (Trowbridge, 1972). The findings of these two studies contradict each other; however, both emphasize the necessity to do more research as the relationship between SES and self-beliefs are not yet unambiguously explained.…”

Section: Socioeconomic Statusmentioning

confidence: 99%

The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies

Kampmane¹,

Geske²,

Ozola³

2022

Human, Technologies and Quality of Education, 2022

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The prolonged pandemic situation that left its damaging footprints not only in global economy but in many families, struggling with options to maintain their pre-pandemic income levels and social status, has raised the issue about the impact of family socioeconomic status (SES) on child’s personality, especially self-beliefs. It has been previously studied that SES has a significant impact on child’s academic achievement. Inherited social status has been the subject of studies for many years, and some researchers argue that it is rooted in the child’s self-beliefs. The aim of this article is to examine the impact of family SES factors. The research question for this study is as follows: does family SES impact significantly primary school students’ academic self-beliefs? To evaluate the significance of factor impact, the authors used linear regression models where the dependent variable was students’ self-beliefs, but family SES and students’ achievement were the independent variables. The authors analysed the students’ questionnaire data collected from such studies as the International Association’s for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS) 2016, Trends in International Mathematics and Science Study (TIMSS) 2019, International Civic and Citizenship Education Study (ICCS) 2016 and OECD Programme for International Student Assessment (PISA) 2018. In particular, the students’ questionnaire data from countries around the Baltic Sea were explored. The results of this study demonstrated a small but significant impact of family SES on the child’s self-perception. If SES was analysed in linear regression models together with achievement, the models explained variations from 16–25% for academic self-concept in reading, 14–27% for academic self-concept in Mathematics, 3–13% for academic self-concept in Science of Grade 4 students, and 1–7% of variation for Grade 8 students’ self-efficacy in citizenship, 10–18% of variation for 15 year old students’ academic self-concept in reading, 2–7% for academic self-concept in finance, and 6–12% of 15 year old students’ global self-efficacy.

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“…The scholastic development of secondary-level school students worldwide is significantly influenced by their self-concept (Chevalère et al, 2023;Wahab et al, 2023). Since their self-concept is more academically focused, students will perform better in their educational experiences (González-Nuevo et al, 2023;Yang et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Academic Self-concept and Academic Achievement: An Empirical Evidence from Kumbhakar Community Students at Secondary Level

Das,

Paul,

Barman

et al. 2024

MJESTP

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The study aims to evaluate the secondary-level academic achievement and self-concept of the pupils belonging to the traditionally impoverished potter caste of the Kumbhakar Community. A self-made questionnaire evaluates the impact of academic self-concept on academic achievement in schools. The sample consists of 100 secondary school students from three schools. Results reveal that Kumbhakar community students have a moderate academic self-concept in academic achievement, with no significant gender-based differences, guardian’s occupation, and educational level. A substantial disparity exists in academic self-concept among secondary-level students based on family type and Residence, as well as a low positive correlation between academic self-concept and achievement. Moreover, this study highlights how attaining Sustainable Development Goal 4 (Inclusive Education for All) can improve students’ academic self-concept and performance in impoverished or socioeconomically backward communities by developing positive attitudes within an elusive environment and crucial interventions facilitating robust acculturation.

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The influence of socioeconomic status, working memory and academic self-concept on academic achievement

Cited by 13 publications

References 57 publications

Comparison of Working Memory in Individuals with Obsessive-Compulsive Disorder, Major Depression, Panic Disorder and Healthy Individuals

Comparison of Working Memory in Individuals with Obsessive-Compulsive Disorder, Major Depression, Panic Disorder and Healthy Individuals

The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies

Academic Self-concept and Academic Achievement: An Empirical Evidence from Kumbhakar Community Students at Secondary Level

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