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ERIC Number: EJ1175903
Record Type: Journal
Publication Date: 2018-Apr
Pages: 19
Abstractor: As Provided
ISBN: N/A
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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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