Family socioeconomic status and student adaptation to school life: looking beyond grades

• Autor(a) principal: Carvalho, Renato G.
• Data de Publicação: 2012
• Outros Autores: Novo, Rosa F.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.13/4658
• topic: Socioeconomic status; School life; School success; Adolescents; Estatus socioeconómico; Vida escolar; Suceso escolar; Adolescentes; .; Escola Superior de Tecnologias e Gestão

Introduction. In this quantitative, cross-sectional study we analyse the relationship between family socioeconomic status (SES) and students’ adaptation to school life, as expressed through several indicators of achievement, integration (adaptation to transitions, behaviour problems, risk behaviours, interpersonal difficulties, participation in extracurricular activities) and overall satisfaction. It was our goal to understand if students’ SES is a contributing factor for the individual differences in several school life dimensions, beyond grades, which have been usually the most prominent marker of school success. Method. Participants were 351 ninth to twelfth grade Portuguese students (ages 14-18 years) and the instrument that collected data concerning several school life dimensions was the School Path Questionnaire, which was designed for this study. Data was thereafter analysed through multivariate statistical analysis. Results show a positive association between students’ SES and school adaptation, with significant differences between the groups on most school life dimensions, namely school grades, number of retentions, school achievement, participation in extracurricular activities, interpersonal difficulties, adaptation to school transitions, and overall satisfaction about school life. The most significant differences were observed in performance related variables. It was the highest SES group that differentiated most from the remaining groups. Discussion. The pattern of results is discussed concerning the role of contextual variables such as family and community on school success and integration, and the necessity of educational interventions in order to compensate students’ unfavourable starting socioeconomic conditions at school.