The role of academic self‐concepts, parent expectations and teacher–student interactions in socio‐economic gaps in educational attainment
Bibliographic Data
| ID | 9615076 |
|---|---|
| Authors | Caoimhe Dempsey (0000-0003-1435-3205, School of Applied Psychology University College Cork Cork Ireland, corresponding author), Selina Mccoy (0000-0001-8774-4018, The Economic and Social Research Institute Dublin Ireland) |
| Year | 2025 |
| Volume | 96 |
| Issue | 1 |
| Pages | 422-442 |
| Publication date | 2025-09-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.70025 |
| PMID | 40913327 |
| OpenAlex | W4414032561 |
| Language | EN |
| References cited | 64 |
BACKGROUND: Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes. AIMS: We examine SES differences in (a) changes in parent expectations and academic self-concepts from primary to secondary school and (b) interactions between teacher-student interaction quality and parent expectations to uncover the role these processes play in SES differences in attainment. SAMPLE AND METHODS: Using the Growing Up in Ireland cohort (N = 5190), children reported on their academic self-concepts (9 and 13 years); quality of teacher interactions (13 years); and third-level attainment (20 years). Primary caregivers reported on their educational expectations and SES (9 and 13 years). RESULTS: From 9 to 13 years, children from low SES families experience a steeper drop in academic self-concept and no rise in their parents' expectations compared with their high SES peers. Both initial levels and changes in children's self-concepts and parents' expectations predicted attainment, with parents' expectations a stronger influence in low SES families. Teacher-child interactions at age 13 moderated the effect of parents' expectations on attainment; however, this was cumulative for low SES children and compensatory for high SES children. CONCLUSIONS: We discuss how findings regarding these developmental processes can be used in school policy and practices aimed at addressing SES differences in educational attainment.
Academic achievement · Developmental psychology · Educational attainment · Mathematics education · Socioeconomic status · Sociology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |