Parker, P;
Marsh, HW;
Guo, J;
Anders, JD;
Shure, D;
Dicke, T;
(2018)
An information distortion model of social class differences in math self-concept, intrinsic value and utility value.
Journal of Educational Psychology
, 110
(3)
pp. 445-463.
10.1037/edu0000215.
Preview |
Text
Parkeretal2017.pdf - Accepted Version Download (743kB) | Preview |
Abstract
In this paper, we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working-class children having more positive math self-beliefs and values than equally able salariat children. We further suggest that the same conditions that give rise to the working-class benefit in self-beliefs and values are associated with signaling effects that suppress educational aspirations and attainment. These hypotheses are tested in 1 cross-sectional multinational and 1 longitudinal study. The results in favor of the IDM challenge cultural models of social class differences and have implications for rational action theory.
Archive Staff Only
 |
View Item |
