Abstract
Background: 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.
Aims: 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.
Sample: This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children.
Methods: 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.
Results: 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.
Conclusions: These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.
| Original language | English |
|---|---|
| Article number | e12629 |
| Pages (from-to) | 22-40 |
| Number of pages | 19 |
| Journal | British Journal of Educational Psychology |
| Volume | 94 |
| Issue number | 1 |
| Early online date | 1 Aug 2023 |
| DOIs | |
| Publication status | Published - 31 Mar 2024 |
| Externally published | Yes |
Bibliographical note
Funding Information:This paper is based on longitudinal data (the EPPSE study) funded by the Department for Education, UK. The authors would like to thank the children, parents, teachers and schools who participated in the EPPSE study as well as the wider EPPSE team including Brenda Taggart and Edward Melhuish. We thank Richard Joiner, Oliver Sampson, and Beth Ketteringham for their valuable, constructive criticism of earlier drafts of the manuscript.
Keywords
- academic attainment
- effortful control
- executive function
- home learning environment
- mediation
- self-regulation
- socio-economic status
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology