Socio-economic gradients in pupils' self-efficacy: evidence, evolution and main drivers during the primary school years in France.

IF 1.2 4区 社会学 Q4 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Franco Bonomi Bezzo, Lidia Panico, Anne Solaz
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引用次数: 0

Abstract

Socio-emotional skills, vital for navigating life's challenges, significantly influence educational success and well-being. Thus, socio-economic disparities in these skills may contribute to broader inequalities in achievement. Despite their importance, research in certain contexts, like France, remains limited. Self-efficacy, a cornerstone of socio-emotional well-being, develops early and it is influenced by familial and contextual factors. The primary school years are central for self-efficacy development. During this period, socio-economic gaps in self-efficacy may emerge, influenced by family environments and experiences at school. Using data from the 2011 Panel of Pupils we find that French pupils have similar academic self-efficacy whatever their socio-economic background at the start of primary school. However, at the end of primary school, children coming from more disadvantaged socio-economic backgrounds exhibit lower academic self-efficacy as compared to more advantaged peers, and this socio-economic gap is particularly strong among girls. The findings of this work underscore the need for educational policies to focus on socio-emotional skills development alongside cognitive skills from an early age to reduce socio-economic inequalities.

小学生自我效能感的社会经济梯度:法国小学阶段的证据、演变和主要驱动因素。
社会情感技能对于应对生活中的挑战至关重要,对教育的成功和幸福有重大影响。因此,这些技能方面的社会经济差异可能会导致更广泛的成就不平等。尽管这些技能非常重要,但在某些情况下,如法国,对它们的研究仍然有限。自我效能感是社会情感幸福的基石,很早就已经形成,并受到家庭和环境因素的影响。小学阶段是自我效能感发展的关键时期。在此期间,受家庭环境和在校经历的影响,自我效能感方面可能会出现社会经济差距。通过使用 2011 年学生小组的数据,我们发现法国学生无论其社会经济背景如何,在小学开始时都具有相似的学业自我效能感。然而,在小学毕业时,社会经济背景较差的儿童与社会经济背景较好的儿童相比,学业自我效能感较低,这种社会经济差距在女孩中尤为明显。这项工作的研究结果突出表明,教育政策需要从小就注重社会情感技能和认知技能的发展,以减少社会经济不平等现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.50
自引率
11.10%
发文量
43
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