{"title":"克服社会经济逆境:爱尔兰儿童和青少年数学成绩中的学业适应力。","authors":"Jillian Sheehan, Kristin Hadfield","doi":"10.1111/bjdp.12512","DOIUrl":null,"url":null,"abstract":"<p>Although socioeconomic disadvantage is linked with academic underachievement, many children from low-income backgrounds perform well in school. Which modifiable factors predict this academic resilience? We examine between- and within-person predictors of one important academic metric – mathematics performance – across adolescence in 1715 (796 male, 919 female) youth living in poverty in Ireland, using data from three waves (9, 13, and 17/18 years) of the Growing Up in Ireland study. Using linear mixed models, math performance was worse when adolescents had more socioemotional and behavioural difficulties, more child–parent relationship conflict, parents had lower expectations of the adolescent's educational achievement, and when primary caregivers had less education. Adolescents who had better intellectual self-concept and attended a non-disadvantaged school had greater math performance. This research adds to the growing body of work suggesting academic resilience is dynamic and multisystemic; it provides potential targets at multiple levels to promote such resilience.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 4","pages":"524-545"},"PeriodicalIF":2.6000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12512","citationCount":"0","resultStr":"{\"title\":\"Overcoming socioeconomic adversity: Academic resilience in mathematics achievement among children and adolescents in Ireland\",\"authors\":\"Jillian Sheehan, Kristin Hadfield\",\"doi\":\"10.1111/bjdp.12512\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Although socioeconomic disadvantage is linked with academic underachievement, many children from low-income backgrounds perform well in school. Which modifiable factors predict this academic resilience? We examine between- and within-person predictors of one important academic metric – mathematics performance – across adolescence in 1715 (796 male, 919 female) youth living in poverty in Ireland, using data from three waves (9, 13, and 17/18 years) of the Growing Up in Ireland study. Using linear mixed models, math performance was worse when adolescents had more socioemotional and behavioural difficulties, more child–parent relationship conflict, parents had lower expectations of the adolescent's educational achievement, and when primary caregivers had less education. Adolescents who had better intellectual self-concept and attended a non-disadvantaged school had greater math performance. This research adds to the growing body of work suggesting academic resilience is dynamic and multisystemic; it provides potential targets at multiple levels to promote such resilience.</p>\",\"PeriodicalId\":51418,\"journal\":{\"name\":\"British Journal of Developmental Psychology\",\"volume\":\"42 4\",\"pages\":\"524-545\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12512\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Developmental Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/bjdp.12512\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjdp.12512","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
摘要
尽管社会经济劣势与学业成绩不佳有关,但许多低收入家庭的孩子在学校表现良好。哪些可改变的因素可以预测这种学业适应力?我们利用 "爱尔兰成长研究"(Growing Up in Ireland)三次波次(9、13 和 17/18 岁)的数据,研究了 1715 名(796 名男性,919 名女性)爱尔兰贫困青少年在整个青春期的一个重要学业指标--数学成绩--的人际预测因素和人内预测因素。通过线性混合模型发现,如果青少年在社会情感和行为方面遇到更多困难,与子女和父母的关系出现更多冲突,父母对青少年教育成就的期望值较低,以及主要照顾者受教育程度较低,那么他们的数学成绩就会较差。智力自我概念较好且就读于非弱势学校的青少年数学成绩较好。越来越多的研究表明,学业适应能力是动态的、多系统的,这项研究为促进这种适应能力提供了多层次的潜在目标。
Overcoming socioeconomic adversity: Academic resilience in mathematics achievement among children and adolescents in Ireland
Although socioeconomic disadvantage is linked with academic underachievement, many children from low-income backgrounds perform well in school. Which modifiable factors predict this academic resilience? We examine between- and within-person predictors of one important academic metric – mathematics performance – across adolescence in 1715 (796 male, 919 female) youth living in poverty in Ireland, using data from three waves (9, 13, and 17/18 years) of the Growing Up in Ireland study. Using linear mixed models, math performance was worse when adolescents had more socioemotional and behavioural difficulties, more child–parent relationship conflict, parents had lower expectations of the adolescent's educational achievement, and when primary caregivers had less education. Adolescents who had better intellectual self-concept and attended a non-disadvantaged school had greater math performance. This research adds to the growing body of work suggesting academic resilience is dynamic and multisystemic; it provides potential targets at multiple levels to promote such resilience.
期刊介绍:
The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;