Academic agency and educational attainment: The intersection of SES, ethnicity and sex

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-04-06 DOI:10.1016/j.lindif.2025.102689

Ingrid Schoon , Francesca Mele , Kaspar Burger

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引用次数: 0

Abstract

Drawing on the nationally representative Longitudinal Study of Young People in England (LSYPE; n = 15,770), this study assesses the role of academic agency (an aspect of self-directed engagement with learning and education) in enabling socioeconomically disadvantaged youth to complete secondary education. Academic agency is operationalised as a multi-dimensional construct, comprising education expectations, academic self-concept, and school engagement. The findings suggest that academic agency can act as an independent resource, over and above family socioeconomic status (indicated by parental education and social class). There was also evidence of resource substitution, i.e., academic agency reduces the risk of low educational attainment for those with few family socioeconomic resources. Moreover, there is evidence of ‘ethnic capital’ as ethnic minority youth with high academic expectations were more likely to achieve key educational milestones. The results are discussed regarding interlinked inequalities of sex, minority status, and family socioeconomic status.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).