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ERIC Number: EJ1175903
Record Type: Journal
Publication Date: 2018-Apr
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-0663
An Information Distortion Model of Social Class Differences in Math Self-Concept, Intrinsic Value, and Utility Value
Parker, Philip D.; Marsh, Herbert W.; Guo, Jiesi; Anders, Jake; Shure, Nikki; Dicke, Theresa
Journal of Educational Psychology, v110 n3 p445-463 Apr 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Finland; Iceland; Norway; Sweden; Canada; United Kingdom; United States; Austria; Czech Republic; Germany; Hungary; Netherlands; Slovakia
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A