an article by Mesmin Destin, Scott Richman and Jelani Mandara (Northwestern University, Evanston, USA) and Fatima Varner (University of Michigan, Ann Arbor, USA) published in Journal of Adolescence Volume 35 Issue 6 (December 2012)
Abstract
The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth.
The sample included 430 high school students from diverse racial/ethnic and socio-economic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs.
As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habits. The lower SSS students had more depressive symptoms, which led to less effective studying and lower GPA.
The model held across different racial/ethnic groups, was tested against alternative models, and results remained stable controlling for objective socio-economic status. Implications for identity-based intervention are discussed.
Figures and tables from this article
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