Marini Mara, Parisse Chiara, Pagliaro Stefano, Giovannelli Ilaria, Pietroni Davide, Livi Stefano
Department of Neuroscience, Imaging and Clinical Sciences, University of Chieti-Pescara, Chieti, Italy.
Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy.
Front Psychol. 2025 Jul 10;16:1542359. doi: 10.3389/fpsyg.2025.1542359. eCollection 2025.
Despite international progress, socioeconomic inequalities continue to significantly impact young people's opportunities to realize their full potential and actively engage in society. Research has demonstrated that socioeconomic factors are critical risk factors for undergraduate students' adaptation and academic success. However, the psychological processes underlying this phenomenon remain inadequately understood.
To address this gap, we conducted two studies involving university students. Study 1 explored the relationship between socioeconomic status (both objective [parents' educational attainment] and subjective [subjective social status] indicators), students' academic self-concept, and educational expectations. In Study 2, we investigated the moderating role of achievement goals in the relationship between socioeconomic status and academic self-concept.
The findings indicated that socioeconomic barriers were negatively related to students' educational expectations through academic self-concept. Additionally, low performance-avoidance goals were found to enhance first-generation students' academic self-concept.
These results underscore the importance of supporting students from low socioeconomic backgrounds, thereby improving their self-perceptions in academic settings and assisting them to achieve their educational goals.
尽管在国际上取得了进展，但社会经济不平等继续对年轻人充分发挥其潜力并积极参与社会的机会产生重大影响。研究表明，社会经济因素是本科生适应和学业成功的关键风险因素。然而，这一现象背后的心理过程仍未得到充分理解。
为了弥补这一差距，我们对大学生进行了两项研究。研究1探讨了社会经济地位（客观指标[父母的教育程度]和主观指标[主观社会地位]）、学生的学业自我概念和教育期望之间的关系。在研究2中，我们调查了成就目标在社会经济地位与学业自我概念关系中的调节作用。
研究结果表明，社会经济障碍通过学业自我概念与学生的教育期望呈负相关。此外，低成绩回避目标被发现可以增强第一代大学生的学业自我概念。
这些结果强调了支持社会经济背景较低的学生的重要性，从而改善他们在学术环境中的自我认知，并帮助他们实现教育目标。
