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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.
None:
This longitudinal study examined the main effect associations and cross-level interactions of household- and school-level parental education on academic self-concept (ASC) development from fourth to sixth grade of elementary school. Furthermore, the mediating roles of child- and school-level academic achievement (AA) in these associations were examined. Children (N = 679, ages 10-12) from 18 elementary schools were followed annually. ASC levels were relatively high and stable from fourth to sixth grade. Results showed that lower household-level parental education was indirectly associated with lower child-level ASC through lower child-level AA. Lower school-level AA and tentatively higher school-level ASC scores were found in lower parental education schools compared to higher parental education schools. School-level AA was not associated with school-level ASC. Furthermore, results showed initial support that, in terms of ASC, children of lower-educated parents may benefit slightly more from attending lower parental education schools than attending higher parental education schools.
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