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An information distortion model of social class differences in math self-concept, intrinsic value and utility value

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. Green open access

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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.

Type: Article
Title: An information distortion model of social class differences in math self-concept, intrinsic value and utility value
Open access status: An open access version is available from UCL Discovery
DOI: 10.1037/edu0000215
Publisher version: http://dx.doi.org/10.1037/edu0000215
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1555666
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