Horoz Nil, van Atteveldt Nienke, Groeniger Joost Oude, Houweling Tanja A J, van Lenthe Frank J, Vu TuongVan, Koot Hans M, Buil J Marieke
Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
Amsterdam Public Health Research Institute, Amsterdam, The Netherlands.
NPJ Sci Learn. 2025 Aug 26;10(1):62. doi: 10.1038/s41539-025-00354-x.
This longitudinal study examined the main effect associations and cross-level interactions of household- and school-level parental education on academic self-concept (ASC) development from fourth to sixth grade of elementary school. Furthermore, the mediating roles of child- and school-level academic achievement (AA) in these associations were examined. Children (N = 679, ages 10-12) from 18 elementary schools were followed annually. ASC levels were relatively high and stable from fourth to sixth grade. Results showed that lower household-level parental education was indirectly associated with lower child-level ASC through lower child-level AA. Lower school-level AA and tentatively higher school-level ASC scores were found in lower parental education schools compared to higher parental education schools. School-level AA was not associated with school-level ASC. Furthermore, results showed initial support that, in terms of ASC, children of lower-educated parents may benefit slightly more from attending lower parental education schools than attending higher parental education schools.
这项纵向研究考察了家庭和学校层面的父母教育对小学四年级至六年级学业自我概念（ASC）发展的主效应关联和跨层次交互作用。此外，还考察了儿童层面和学校层面学业成绩（AA）在这些关联中的中介作用。对来自18所小学的679名儿童（年龄在10至12岁之间）进行了年度跟踪。从四年级到六年级，ASC水平相对较高且稳定。结果表明，家庭层面较低的父母教育水平通过较低的儿童层面学业成绩与较低的儿童层面ASC存在间接关联。与父母教育水平较高的学校相比，父母教育水平较低的学校中，学校层面的学业成绩较低，且学校层面的ASC分数初步显示较高。学校层面的学业成绩与学校层面的ASC无关。此外，结果初步支持，就ASC而言，受教育程度较低的父母的孩子就读于父母教育水平较低的学校可能比就读于父母教育水平较高的学校略有更多益处。
