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School socioeconomic status context and social adjustment in children
Parker, Philip David Sanders, Taren Grant Anders, Jake Shure, Nikki Jerrim, John Noetel, Michael Parker, Rhiannon B. Ciarrochi, Joseph Marsh, Herbert Warren
Parker, Philip David
Sanders, Taren Grant
Anders, Jake
Shure, Nikki
Jerrim, John
Noetel, Michael
Parker, Rhiannon B.
Ciarrochi, Joseph
Marsh, Herbert Warren
Abstract
Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school’s socioeconomic context is associated with social adjustment. In a longitudinal
sample of Australian 4- to 8-year-olds (N = 9369; 51% boys) we tested the association between school
average socioeconomic status and social skills (parent and teacher reported). Models controlled for age
4 social adjustment and additional covariates. Results showed that children from more advantaged
schools are more likely to have better prosocial behavior and fewer peer and conduct problems. An
interaction between family and school average socioeconomic status (SES) suggested that this association was mainly present for children from lower SES backgrounds.
Keywords
social adjustment, assimilation effects, socioeconomic status, school context
Date
2023
Type
Journal article
Journal
Book
Volume
59
Issue
1
Page Range
15-29
Article Number
ACU Department
Faculty of Education and Arts
Institute for Positive Psychology and Education
School of Behavioural and Health Sciences
Faculty of Health Sciences
Institute for Positive Psychology and Education
School of Behavioural and Health Sciences
Faculty of Health Sciences
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Open Access Status
License
All rights reserved
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Notes
© 2022 American Psychological Association