How School Socioeconomic Status Impacts School-Related Psychosocial Development in Upper Primary School: A Propensity Matching Approach

• In Event: Students' Compositions in Schools: International Evidence of Learning

Abstract

This study investigated the effects of primary school socioeconomic composition on school related psychological development in children aged 9-12 over the upper primary school years (Grades 4–6). First, propensity score matching was applied to minimize confounding. Next, a three level repeated measurements growth model was used to evaluate the school related psychosocial growth trajectories of students in low-, medium-, high-SES, and mixed-SES schools. The results indicated that children show more favorable development in school wellbeing, study effort, and school academic self-concept in high-SES- than in low-SES schools. These findings contribute to the ongoing discussion on the impact school SES on student development.

Authors

• Barbara Belfi, Maastricht University

• Carla Haelermans, Maastricht University