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
Showing posts with label social_status. Show all posts
Showing posts with label social_status. Show all posts
Tuesday, 27 November 2012
Monday, 23 April 2012
Perceived social status and learning experiences in Social Cognitive Career Theory
an article by Mindi N. Thompson (University of Wisconsin-Madison, USA) and Jason J. Dahling (The College of New Jersey, Ewing, USA) published in Journal of Vocational Behavior Volume 80 Issue 2 (April 2012)
Abstract
The purpose of this study was to test a model based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) that placed perceived social status as an antecedent of career-related learning experiences, self-efficacy, and outcome expectations.
Gender was included in the present model and results indicated that gender related as expected to differential exposure to career-related learning experiences in Holland's (1997) RIASEC domains.
After controlling for the effects of gender, results demonstrated that perceived social status related positively to learning experiences in the Investigative, Enterprising, and Conventional areas among 380 college students. Further, these enhanced learning experiences mediated the relationships between perceived social status and self-efficacy, and between perceived social status and outcome expectations, for the Investigative, Enterprising, and Conventional areas.
These findings highlight the importance of perceived social status as a predictor of exposure to different types of career-related learning experiences that subsequently shape students' self-efficacy, outcome expectations, and (presumably) interests in particular RIASEC areas. Results are discussed in terms of exposure to career-related learning experiences in RIASEC domains with differing levels of prestige and implications of these results for developing interventions to enhance the learning experiences of students who report lower levels of perceived social status are presented.
Abstract
The purpose of this study was to test a model based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) that placed perceived social status as an antecedent of career-related learning experiences, self-efficacy, and outcome expectations.
Gender was included in the present model and results indicated that gender related as expected to differential exposure to career-related learning experiences in Holland's (1997) RIASEC domains.
After controlling for the effects of gender, results demonstrated that perceived social status related positively to learning experiences in the Investigative, Enterprising, and Conventional areas among 380 college students. Further, these enhanced learning experiences mediated the relationships between perceived social status and self-efficacy, and between perceived social status and outcome expectations, for the Investigative, Enterprising, and Conventional areas.
These findings highlight the importance of perceived social status as a predictor of exposure to different types of career-related learning experiences that subsequently shape students' self-efficacy, outcome expectations, and (presumably) interests in particular RIASEC areas. Results are discussed in terms of exposure to career-related learning experiences in RIASEC domains with differing levels of prestige and implications of these results for developing interventions to enhance the learning experiences of students who report lower levels of perceived social status are presented.
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