Parker, Philip;
Sanders, Taren;
Anders, Jacob;
Shure, Nikki;
Jerrim, John;
Noetel, Michael;
Parker, Rhiannon;
... Marsh, Herb; + view all
(2023)
School Socioeconomic Status Context and Social Adjustment in Children.
Developmental Psychology
, 59
(1)
pp. 15-29.
10.1037/dev0001463.
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Abstract
Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school’s socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4 to 8-year-olds (N=9369; 51% Boys), we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covariates. Results showed that children from more advantaged schools are more likely to have better prosocial behavior and fewer peer and conduct problems. An interaction between family and school average SES status suggested that this association was only present for children from lower SES backgrounds.
| Type: | Article |
|---|---|
| Title: | School Socioeconomic Status Context and Social Adjustment in Children |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1037/dev0001463 |
| Publisher version: | https://doi.org/10.1037/dev0001463 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | social adjustment; assimilation effects; socioeconomic status; school context |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities UCL > Provost and Vice Provost Offices > School of Education UCL UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10153245 |
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