The Arts and Academic Achievement What the Evidence Shows L Hetla Pdf

Abstract

There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and academic self-concept (ASC). However, considering these factors were investigated intensively but in separate fields of inquiry in the past iv to half-dozen decades, their relationships remain largely unknown. The present study investigated whether SES, WM and ASC interact with each other or represent independent contributions to academic achievement in 2379 adolescents in middle and high schools. The findings confirmed previous results showing that students with lower SES, lower WM and lower ASC perform less well on academic tests. Higher up all, they revealed subtle patterns of mediating processes. Specifically, individual differences in WM processing, and to a lesser extent in ASC, accounted for most role of the negative impact of depression SES on bookish accomplishment. These findings indicate that being a member of disadvantaged groups impair both WM processing and ASC and provide a clearer motion picture of the complex involvements of socioeconomic, cognitive and self-perception factors in academic achievement.

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The dataset SEM_EP3C supporting the findings of this study is bachelor in the OSF repository [https://doi.org/10.17605/OSF.IO/M5V2H].

Notes

1. It should exist noted that this result is inconsistent with previous work (Barrouillet et al., 2008) showing a pregnant indirect effect by WM storage (β = .12). This inconsistency is taken into business relationship in the hypothesis conception in terms of a weaker—rather than an absenteeism of—indirect effect for WM storage compared to WM processing.

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Acknowledgements

We thank all report site lead investigators (Yannick Morice, Delphine Pailler, Florence Prost, Annabelle Restoy) and teachers who participated in this research. Special thank you to Marie-Danielle Campion (Rector) and her successors (Benoît Delaunay and Karim Benmiloud) who supported this project.

Funding

Financial support was provided to P. Huguet by the "Ministère de 50'Éducation et de la Jeunesse/Ministère de l'Enseignement Supérieur, de la Recherche et de l'Innovation/Mission Monteil pour le numérique éducatif/ Programme d'investissements d'avenir, action EFRAN" for a projection titled "due east.P3C: digital technologies at the service of the Plurality of Contexts, Skills and Behaviors". The funders had no function in study design, information drove and assay, determination to publish or preparation of the manuscript.

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Affiliations

1. Laboratoire de Psychologie Sociale et Cerebral (LAPSCO), Université Clermont Auvergne et CNRS, F-63000, Clermont-Ferrand, France

   J. Chevalère, L. Cazenave, R. Wollast, M. Berthon, Thou. C. Borion, N. Maïonchi-Pino & P. Huguet

2. Laboratoire d'Informatique, de Modélisation et d'Optimisation des Systèmes (LIMOS), Université Clermont Auvergne et CNRS, F-63000, Clermont-Ferrand, French republic

   R. Martinez & V. Mazenod

3. Rectorat de Clermont-Ferrand, F-63000, Clermont-Ferrand, France

   M. C. Borion, D. Pailler & North. Rocher

4. Laboratoire Activité, Connaissance, Transmission, Éducation (ACTé), Université Clermont Auvergne, F-63000, Clermont-Ferrand, French republic

   R. Cadet

5. Maison cascade la Science/Auvergne (MPSA), Université Clermont Auvergne, F-63000, Clermont-Ferrand, France

   R. Cadet & C. Lenne

6. Laboratoire Physique et Physiologie Intégratives de l'Arbre en Environnement Fluctuant (PIAF), Université Clermont Auvergne et INRAe, F-63000, Clermont-Ferrand, French republic

   C. Lenne

Contributions

Project concept and management: P. Huguet, Thou.C. Borion, 50. Pailler, North. Rocher, R. Cadet, Northward. Maïonchi-Pino, C. Lenne, D. Cazenave and J. Chevalère. Study site atomic number 82 investigators: M.C. Borion, D. Pailler and Northward. Rocher. Data collection: Thou. Berthon, R. Martinez, V. Mazenod, L. Cazenave and J. Chevalère. Data analysis: J. Chevalère, R. Wollast and P. Huguet. Newspaper writing: J. Chevalère and P. Huguet. All authors provided disquisitional revisions, canonical the final version of the paper for submission and agreed both to be personally accountable for the writer's own contributions and to ensure that questions related to the accuracy or integrity of whatsoever office of the work, fifty-fifty ones in which the writer was not personally involved, are appropriately investigated and resolved and the resolution documented in the literature.

Corresponding author

Correspondence to J. Chevalère.

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Ethics blessing

The study is office of a larger research project which received an blessing from the Clermont Auvergne University Ethics Committee (number IRBO0011540-2018-08) in conformity with the French bioethical law (roofing Psychology).

Consent to participate

All participants were recruited in their usual school by the referent instructor participating in the study, which was observed by an individual established collaboration between a school and the Clermont Auvergne University. For underaged participants, the parents or legal guardian received a written informed consent form several weeks before the written report that they had to read and sign to allow their kid to participate.

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Consent for publication was obtained for this study.

Conflict of interest

The authors declare no competing interests.

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Electric current themes of research

The current themes of research of the authors include the social regulation of cognitive operation in the broad sense, processes of social comparison and social stereotypes in the educational context.

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Johann Chevalère is a postdoctoral researcher in psychology at the LAPSCO with interest in the cerebral and emotional impact of digital technologies in pedagogy.

Loreleï Cazenave is a doctoral researcher in psychology at the LAPSCO with interest in educational technologies for differentiated instruction.

Robin Wollast is a postdoctoral researcher at the LAPSCO working on emotion and emotion regulation, culture, gender, and mental health.

Mickaël Berthon is a research engineer at the LAPSCO specialized in awarding and spider web development, data processing and experimental pattern.

Ruben Martinez is a research engineer at the LIMOS specialized in software engineering, big data drove, storage and processing.

Vincent Mazenod is an it project manager at the LIMOS with a focus on technology development.

Marie Claude Borion is a project manager at the LAPSCO and the Rectorate of Clermont- Ferrand with interest in linking academic enquiry with educational institutions.

Delphine Pailler is a regional educational inspector at the Rectorate of Clermont-Ferrand and a physics-chemical science teacher (agrégé) with interest in differentiated pedagogy.

Nicolas Rocher is a regional educational inspector at the Rectorate of Clermont-Ferrand and a history-geography teacher (agrégé) with interest in differentiated instruction.

Rémi Buck is an acquaintance professor in creature physiology at the ACTé and a regional coordinator of the MPSA with interest in the public diffusion of scientific principles.

Catherine Lenne is an associate professor in plant physiology at the PIAF and caput of the MPSA with interest in the public diffusion of scientific principles.

Norbert Maïonchi-Pino is an associate professor in psychology at the LAPSCO with involvement in psycholinguistics and developmental dyslexia.

Pascal Huguet is a CNRS (French National Center for Scientific Enquiry) research director in psychology and caput of the LAPSCO with interest in the social regulation of cognition.

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Chevalère, J., Cazenave, L., Wollast, R. et al. The influence of socioeconomic status, working retention and bookish self-concept on academic achievement. Eur J Psychol Educ (2022). https://doi.org/10.1007/s10212-022-00599-nine

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• Received: 29 July 2021

• Revised: ten January 2022

• Accepted: 12 Jan 2022

• Published: 12 Feb 2022

• DOI : https://doi.org/10.1007/s10212-022-00599-9

Keywords

• Socioeconomic status
• Academic achievement
• Adolescents
• Working memory
• Academic self-concept
• Structural equation modelling

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