Original Research ARTICLE
Relationship between SES and academic achievement of junior high school students in China: the mediating effect of self-concept
- 1School of Psychology, Northwest Normal University, China
- 2Northwest Normal University, China
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.
Keywords: socioeconomic status (SES), Academic Achievement, self-concept, China, adolescents
Received: 02 Jul 2019;
Accepted: 23 Oct 2019.
Copyright: © 2019 Li, Xu and Xia. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Dr. Qiongying Xu, School of Psychology, Northwest Normal University, Lanzhou, Gansu Province, China, email@example.com
Mx. Ruixue Xia, Northwest Normal University, Lanzhou, 730070, Gansu, China, firstname.lastname@example.org