Department of Psychology, University of Bath, Bath, UK.
Department of Education, University of Oxford, Oxford, UK.
Br J Educ Psychol. 2024 Mar;94(1):22-40. doi: 10.1111/bjep.12629. Epub 2023 Aug 1.
Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways.
We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation.
This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children.
We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11.
Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation.
These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.
社会经济地位（SES）是成就的有力预测因素。研究已经确定了多种机制，这些机制支撑了 SES 对成就的影响。例如，自我调节（个体引导和控制注意力、情绪和行为的过程）已被确定为介导 SES 成就差距的一种机制。然而，以前的研究并没有直接测试 SES 背景较低的儿童如何发展出较低的自我调节技能，以及随后在小学结束时表现不佳的统计途径。添加与 SES 和自我调节都相关的家庭学习环境，进一步充实了纵向途径。
我们提出并测试了一个新的模型，其中 SES 与学校成就的关系依次通过家庭学习环境和儿童的自我调节来介导。
本研究使用有效学前、小学和中学教育数据集来研究 2311 名英国儿童。
我们根据父母在 3 岁以上的教育、职业和收入指数来衡量 SES（通过社会经济劣势衡量）。家庭学习环境通过 3 岁以上的家庭学习环境指数来衡量；自我调节是通过儿童社会行为问卷的教师报告在 4 岁时测量的；成就通过 11 岁时英语和数学的国家评估分数来衡量。
我们衡量劣势的指标预测了成就。家庭学习环境预测了儿童的自我调节技能。劣势与成就之间的关系依次通过家庭学习环境和自我调节来介导。
这些发现表明，家庭学习环境和自我调节可能在教育中社会经济差异的持续存在中发挥着连续的作用。
