Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis

2021 ◽  
Author(s):  
David Muñez ◽  
Rebecca Bull ◽  
Kerry Lee
Keyword(s):  
Socioeconomic Status ◽  
Mediation Analysis ◽  
Math Achievement

Property Value as a Proxy of Socioeconomic Status in Education

2017 ◽  
Vol 51 (1) ◽  
pp. 99-119 ◽  
Author(s):  
Jordan K. Ware
Keyword(s):  
Social Capital ◽  
Socioeconomic Status ◽  
Hierarchical Linear Modeling ◽  
Math Achievement ◽  
Local Level ◽  
Property Value ◽  
Regression Analyses ◽  
Linear Modeling ◽  
Human And Social Capital ◽  
Predictive Strength

The effects of poverty on important outcome measures are devastating and well documented, but the conceptualization and operationalization of socioeconomic status (SES) are underdeveloped. Various indicators of SES are useful for different purposes. Free or reduced-price lunch (FRL) status is commonly used because of its convenience and predictive strength, but it has many limitations. This study explored property value as a convenient alternative or complement to FRL status. The conceptual alignment of property value with SES was compared with that of traditional indicators like parent income, education, and occupation. Empirically, hierarchical linear modeling and regression analyses were conducted to evaluate the effects of property value on math achievement in comparison with and in conjunction with FRL status. Property value is strongly related to Math achievement, and it complements conceptual and methodological flaws of FRL status by providing nuance at the local level and encompassing aspects of human and social capital.

scholarly journals Pathways to Loneliness: A Mediation Analysis Investigating the Social Gradient of Loneliness in Persons With Disabilities in Switzerland

2021 ◽  
Author(s):  
Hannah Tough ◽  
Mirja Gross-Hemmi ◽  
Inge Eriks-Hoogland ◽  
Christine Fekete
Keyword(s):  
Spinal Cord ◽  
Spinal Cord Injury ◽  
Socioeconomic Status ◽  
Health Status ◽  
Mediation Analysis ◽  
Health Conditions ◽  
Psychosocial Resources ◽  
The Social ◽  
Cord Injury ◽  
Serial Mediation

Abstract BackgroundThe experience of loneliness can have drastic consequences for health and quality of life. Given that loneliness is highly prevalent in persons with physical disabilities and that loneliness more profoundly affects persons of low socioeconomic status, more evidence is required in order to understand the mechanisms determining loneliness in this population. The objective of this study is therefore to investigate the potential pathways through which socioeconomic status influences loneliness in persons with spinal cord injury.MethodsParallel and serial mediation analysis utilising structural equation models and bias corrected and accelerated confidence intervals were used in order to test the mediation effects of health status, functioning, participation, social support and self-efficacy on the association between socioeconomic status and loneliness in persons with spinal cord injury. A latent construct was created for socioeconomic status with the indicators education, household income, financial hardship, subjective social status and engagement in paid work. ResultsThis study found evidence to support the mediating role of psychosocial resources and of secondary health conditions in the association between socioeconomic status and loneliness. The study demonstrated robust associations between socioeconomic status and all mediators, whereby higher socioeconomic status was associated with better health, participation and psychosocial resources. Results also suggested that the serial mediation model explained the interplay between socioeconomic status, mediators on different levels, and loneliness. For example, emotional support and self-efficacy were both positively associated with fewer restrictions to participation (0.12 (CI: 0.05, 0.17); 0.29 (CI: 0.23, 0.35) respectively), and frequency of participation increased as a result of improved functional independence and fewer secondary health conditions (0.31 (CI: 0.23, 0.36); -0.18 (CI: -0.24, -0.10) respectively). ConclusionsThis study has emphasized the social gradient of loneliness in persons with spinal cord injury and has identified several potential mediating factors, such as health status and psychosocial resources, in the association between socioeconomic status and loneliness. This population-based evidence suggests potential targets of interventions on the pathway to loneliness, and has identified potential underlying mechanisms, through which socioeconomic status influences loneliness.

scholarly journals Socioeconomic status and glycemic control in adult patients with type 2 diabetes: a mediation analysis

2016 ◽  
Vol 4 (1) ◽  
pp. e000184 ◽  
Author(s):  
Janie Houle ◽  
François Lauzier-Jobin ◽  
Marie-Dominique Beaulieu ◽  
Sophie Meunier ◽  
Simon Coulombe ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Socioeconomic Status ◽  
Glycemic Control ◽  
Mediation Analysis ◽  
Adult Patients

How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers

2018 ◽  
Vol 91 (4) ◽  
pp. 358-378 ◽  
Author(s):  
Amy G. Langenkamp ◽  
William Carbonaro
Keyword(s):  
Middle School ◽  
Socioeconomic Status ◽  
Fixed Effects ◽  
Math Achievement ◽  
School Context ◽  
School Transitions ◽  
Legacy Effect ◽  
Achievement Growth ◽  
Life Course Framework ◽  
School Ses

Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students’ math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student’s elementary school SES composition each affect a student’s math achievement growth. We advance research on school transitions by considering how changing contexts affect achievement growth across school transitions. Furthermore, we improve on school context research by measuring the ways that SES compositions across school transitions may be interconnected. Using state administrative panel data for third through eighth graders from 2009 to 2015, we use fixed effects to estimate math achievement growth by the end of eighth grade. Findings suggest that a student’s elementary SES composition has a legacy effect on middle school achievement growth net of his or her own achievement growth and middle school SES composition. In addition, SES composition effects differ depending on the timing of exposure and a student’s individual FRL status. Our study has important implications for both educational transition research and school effects research, which are discussed.

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