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Household- and school-level parental education and academic self-concept development in elementary school
Nil Horoz1,2,3, Nienke van Atteveldt4,5, Joost Oude Groeniger6,7
1Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands. n.horoz@vu.nl.
NPJ Science of Learning
|August 25, 2025
Summary
Lower parental education at home indirectly lowers children's academic self-concept (ASC) through academic achievement (AA). Children in lower parental education schools may benefit more from that environment for ASC development.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Sociology of Education
Background:
- Academic self-concept (ASC) is crucial for academic success.
- Parental education is a significant factor influencing child development.
- Understanding the interplay between parental education, academic achievement, and ASC is vital for educational interventions.
Purpose of the Study:
- To investigate the associations between household and school-level parental education and academic self-concept (ASC) development.
- To examine the mediating roles of child-level and school-level academic achievement (AA) in these relationships.
- To explore potential benefits for children from lower-educated parental backgrounds attending schools with similar socioeconomic characteristics.
Main Methods:
- Longitudinal study design following 679 children (ages 10-12) annually from 4th to 6th grade.
- Data collected from 18 elementary schools.
- Statistical analyses to examine main effects, cross-level interactions, and mediation pathways.
Main Results:
- Lower household parental education was indirectly linked to lower child ASC via lower child academic achievement (AA).
- Schools with lower parental education levels showed lower school-level AA and tentatively higher school-level ASC.
- School-level AA was not significantly associated with school-level ASC.
- Children of lower-educated parents may experience slight benefits in ASC when attending schools with lower parental education.
Conclusions:
- Parental education influences ASC indirectly through academic achievement.
- School environment, characterized by parental education levels, may play a role in ASC development.
- Findings suggest that tailored educational environments might support ASC for children from disadvantaged backgrounds.
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