Time to change your attitude? Socio-economic status, academic attainment, and time attitudes in Glasgow school children

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-01-27 DOI:10.1080/21683603.2020.1856740

F. Worrell, J. Perry, Kevin E. Wells, M. McKay

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引用次数: 2

Abstract

ABSTRACT Closing the poverty-related attainment gap in schoolchildren is a stated priority for the Scottish Government. In the present study, we examine the poverty-related attainment gap in Glasgow, a city wherein more than half of the 100 most deprived areas in Scotland are to be found. Further, we examine the potential mediating role of school attendance, academic self-efficacy, and future time attitudes (positive and negative) in the relationship between socio-economic status and academic attainment. Participants (N = 3,812) were from 30 High schools in the Glasgow Local Authority area. In the first instance, we examined the mediating role of both academic self-efficacy and school attendance. Then, in a subsample, we further examined the additional potential of both positive and negative time attitudes to mediate this relationship. Results of Study 1 support the combined partially mediating effect of both academic self-efficacy and higher school attendance on the poverty-attainment relationship. Results of Study 2 show that these variables fully mediate the poverty-attainment relationship, and further evidence a direct effect of both positive and negative time attitudes on attainment. The direct effects of time attitudes on attainment suggest that this construct may be viable in addressing the poverty-related attainment gap across the social spectrum.

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是时候改变你的态度了?格拉斯哥学龄儿童的社会经济地位、学业成就和时间态度

摘要缩小学童与贫困相关的成就差距是苏格兰政府的一项既定优先事项。在本研究中，我们考察了格拉斯哥与贫困相关的成就差距，苏格兰100个最贫困地区中有一半以上位于格拉斯哥。此外，我们研究了出勤率、学业自我效能感和未来时间态度（积极和消极）在社会经济地位和学业成就之间关系中的潜在中介作用。参与者（N=3812）来自格拉斯哥地方当局地区的30所高中。在第一个例子中，我们检验了学业自我效能感和出勤率的中介作用。然后，在一个子样本中，我们进一步研究了积极和消极时间态度在调节这种关系方面的额外潜力。研究1的结果支持了学业自我效能感和高等学校出勤率对贫困实现关系的组合部分中介作用。研究2的结果表明，这些变量完全中介了贫困与成就的关系，并进一步证明了积极和消极的时间态度对成就的直接影响。时间态度对成就的直接影响表明，这种结构在解决整个社会范围内与贫困相关的成就差距方面可能是可行的。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.