The Problem of Measuring Socio-Cultural Level in Psychological Research

Coscarelli, Alessandra; Balboni, Giulia; Cubelli, Roberto

doi:10.1016/s0735-004x(07)20007-2

Cited by 7 publications

(11 citation statements)

References 35 publications

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“…Despite the fact that they explained a small portion of variance, it is important to observe that Self-regulatory (Organization) and Motivational Aspects -will to study more in depth and Conviction about continuing with studies -gave a specific contribution as predictors, confirming the importance of Metacognitive and Motivational aspects. Surprisingly, the level of parents' education, which in other Italian studies has been strictly related to younger children's academic achievement (and a good index of the family socioeconomic status) (Coscarelli, Balboni, & Cubelli, 2007), did not explain any further portion of variance. The result is in agreement with observations collected in other contexts (Robbins et al, 2004) and suggests that the effect of student's socio-cultural context loses its influence at University level.…”

Section: Discussioncontrasting

confidence: 58%

Metacognitive Components of Student’s Difficulties in the First Year of University

Costabile¹,

Cornoldi

Béni³

et al. 2013

IJHE

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Metacognition is a good predictor of University student's achievement and should be more systematically considered since it might also help reduce student drop outs. In particular drop out is a dramatic problem for Italian Universities since it may concern more than 40% of students. The identification of factors that lead to academic failure and of remedial programs seems, therefore, necessary. The present paper examines the role of metacognitive aspects in more than 1,000 freshmen who participated in a project at the University of Calabria, in the South of Italy. Students at the beginning of the academic year completed two Questionnaires, concerning their study skills and other personal characteristics, and then followed a 10-hour metacognitive training course on the study and personal skills necessary for succeeding at university. A few months later, students again completed the Study Skills Questionnaire and, at the end of the year, information was collected on their achievements. Results showed that significant predictors of the students' achievement were perceived self-efficacy, and other self-regulatory and motivational constructs. Furthermore, the training was able to change the students' perceived ability to use study strategies and to process study material in a more in-dept manner.

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Section: Discussioncontrasting

confidence: 58%

Metacognitive Components of Student’s Difficulties in the First Year of University

Costabile¹,

Cornoldi

Béni³

et al. 2013

IJHE

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“…Family cultural status (FCS; e.g., Coscarelli, Balboni, & Cubelli, 2007) was measured by means of the parents' education level and the Family Cultural Interest Scale (FCIS; Balboni, Bianchi, & Cubelli, 2003). FCIS provides a measure of what is referred to as cultural capital, which is the knowledge of cultural codes that are relevant for the society in which the individual lives (Lamont & Lareau, 1988).…”

Section: Methods Participantsmentioning

confidence: 99%

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

Balboni

Naglieri

Cubelli

2009

Journal of Psychoeducational Assessment

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The concurrent and predictive validities of the Naglieri Nonverbal Ability Test (NNAT) and Raven’s Colored Progressive Matrices (CPM) were investigated in a large group of Italian third-and fifth-grade students with different sociocultural levels evaluated at the beginning and end of the school year. CPM and NNAT scores were related to math and reading comprehension tests. The CPM and NNAT concurrent and predictive validity coefficients were moderate, and there were no differences between concurrent and predictive validities with reading scores. The mutual incremental concurrent validity of the NNAT with the math test was significantly higher than the corresponding CPM validity. Finally, via step-down hierarchical regression analysis, the authors found that the predictive validity of both nonverbal tests is independent from the participants’ sociocultural level. These two relatively simple nonverbal tests are commonly used to assess general ability; however, the present study shows that they can also provide useful information for predicting the academic performance of students with different sociocultural levels.

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“…Over the years, psychologists have identified several factors affecting the development of personality: individual (e.g., biological and genetic substrates), interpersonal (e.g., mother-child relationships), and environmental (e.g., socio-economic conditions) factors. One of the most influential environmental factors is the Socio-Cultural Level [2], which is strictly related to the enduring reciprocal interactions between the individual and his/her immediate environment, defined as proximal processes by Bronfenbrenner [3,4].…”

Section: Introductionmentioning

confidence: 99%

Environmental factors and teenagers’ personalities: The role of personal and familial Socio-Cultural Level

Menardo

Balboni

Cubelli

2017

Behavioural Brain Research

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Environmental (e.g., socio-cultural context), individual (e.g., genetic makeup), and interpersonal (e.g., caregiver-children relationships) factors can play a crucial role in shaping the development of the teenagers' personality. In this study, we focused on the Socio-Cultural Level that designates the set of preferences, knowledge, and behaviors that characterize an individual's way of life and depend on his or her cultural, social, and economic resources. We studied the relationship between Socio-Cultural Level (personal, maternal, and paternal) and Big Five personality traits of 191 teenagers living in the same geographical area. Results showed that Socioeconomic Status (i.e., parental education level and occupational prestige), which is the only dimension generally measured in investigations on Socio-Cultural Level, was not related with personality. In contrast, Cultural Capital and Social Capital were associated with different personality traits. Personal Cultural Capital was related to Openness to experience of boys and girls and to Extraversion of girls; personal Social Capital was related to Extraversion of girls, Emotional stability of boys, and Agreeableness of both boys and girls; maternal Cultural Capital was associated with Openness to experience of daughters. Overall, the personality of teenagers was more related to their own Cultural and Social Capital than to the Cultural and Social Capital of their parents. Moreover, the relationship between Cultural Capital and Social Capital of boys/girls and of fathers/mothers was moderate in strength. It seems that parents influence the development of personality of their teenagers indirectly, their Socio-Cultural Level shaping the Socio-Cultural Level of their sons and daughters.

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The Problem of Measuring Socio-Cultural Level in Psychological Research

Cited by 7 publications

References 35 publications

Metacognitive Components of Student’s Difficulties in the First Year of University

Metacognitive Components of Student’s Difficulties in the First Year of University

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

Environmental factors and teenagers’ personalities: The role of personal and familial Socio-Cultural Level

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