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The influence of socioeconomic status, working memory and academic self-concept on academic achievement

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Abstract

There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and academic self-concept (ASC). However, because these factors were investigated intensively but in separate fields of research in the past four to six decades, their relationships remain largely unknown. The present study investigated whether SES, WM and ASC interact with each other or represent independent contributions to academic achievement in 2379 adolescents in middle and high schools. The findings confirmed previous results showing that students with lower SES, lower WM and lower ASC perform less well on academic tests. Above all, they revealed subtle patterns of mediating processes. Specifically, individual differences in WM processing, and to a lesser extent in ASC, accounted for most part of the negative impact of low SES on academic achievement. These findings indicate that being a member of disadvantaged groups impair both WM processing and ASC and provide a clearer picture of the complex involvements of socioeconomic, cognitive and self-perception factors in academic achievement.

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Availability of data and material

The dataset SEM_EP3C supporting the findings of this study is available in the OSF repository [https://doi.org/10.17605/OSF.IO/M5V2H].

Notes

  1. It should be noted that this result is inconsistent with previous work (Barrouillet et al., 2008) showing a significant indirect effect by WM storage (β = .12). This inconsistency is taken into account in the hypothesis formulation in terms of a weaker—rather than an absence of—indirect effect for WM storage compared to WM processing.

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Acknowledgements

We thank all study site lead investigators (Yannick Morice, Delphine Pailler, Florence Prost, Annabelle Restoy) and teachers who participated in this research. Special thanks to Marie-Danielle Campion (Rector) and her successors (Benoît Delaunay and Karim Benmiloud) who supported this project.

Funding

Financial support was provided to P. Huguet by the “Ministère de l’Éducation et de la Jeunesse/Ministère de l’Enseignement Supérieur, de la Recherche et de l’Innovation/Mission Monteil pour le numérique éducatif/ Programme d’investissements d’avenir, action EFRAN” for a project titled “e.P3C: digital technologies at the service of the Plurality of Contexts, Skills and Behaviors”. The funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript.

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Authors and Affiliations

  1. Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, F-63000, Clermont-Ferrand, France

    J. Chevalère, L. Cazenave, R. Wollast, M. Berthon, M. C. Borion, N. Maïonchi-Pino & P. Huguet

  2. Laboratoire d’Informatique, de Modélisation et d’Optimisation des Systèmes (LIMOS), Université Clermont Auvergne et CNRS, F-63000, Clermont-Ferrand, France

    R. Martinez & V. Mazenod

  3. Rectorat de Clermont-Ferrand, F-63000, Clermont-Ferrand, France

    M. C. Borion, D. Pailler & N. Rocher

  4. Laboratoire Activité, Connaissance, Transmission, Éducation (ACTé), Université Clermont Auvergne, F-63000, Clermont-Ferrand, France

    R. Cadet

  5. Maison pour la Science/Auvergne (MPSA), Université Clermont Auvergne, F-63000, Clermont-Ferrand, France

    R. Cadet & C. Lenne

  6. Laboratoire Physique et Physiologie Intégratives de l’Arbre en Environnement Fluctuant (PIAF), Université Clermont Auvergne et INRAe, F-63000, Clermont-Ferrand, France

    C. Lenne

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  1. J. Chevalère
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Contributions

Project concept and management: P. Huguet, M.C. Borion, L. Pailler, N. Rocher, R. Cadet, N. Maïonchi-Pino, C. Lenne, D. Cazenave and J. Chevalère. Study site lead investigators: M.C. Borion, D. Pailler and N. Rocher. Data collection: M. Berthon, R. Martinez, V. Mazenod, L. Cazenave and J. Chevalère. Data analysis: J. Chevalère, R. Wollast and P. Huguet. Paper writing: J. Chevalère and P. Huguet. All authors provided critical revisions, approved the final version of the paper for submission and agreed both to be personally accountable for the author’s own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated and resolved and the resolution documented in the literature.

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Correspondence to J. Chevalère.

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Ethics approval

The study is part of a larger research project which received an approval from the Clermont Auvergne University Ethics Committee (number IRBO0011540-2018-08) in conformity with the French bioethical law (covering Psychology).

Consent to participate

All participants were recruited in their usual school by the referent teacher participating in the study, which was observed by an individual established collaboration between a school and the Clermont Auvergne University. For underaged participants, the parents or legal guardian received a written informed consent form several weeks before the study that they had to read and sign to allow their child to participate.

Consent for publication

Consent for publication was obtained for this study.

Conflict of interest

The authors declare no competing interests.

Additional information

Current themes of research

The current themes of research of the authors include the social regulation of cognitive functioning in the broad sense, processes of social comparison and social stereotypes in the educational context.

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Huguet, P., Dumas, F., Marsh, H., Wheeler, L., Seaton, M., Nezlek, J., Suls, J., & Régner, I. (2009). Clarifying the role of social comparison in the big-fish-little-pond effect (BFLPE): An integrative study. Journal of Personality and Social Psychology, 97(1), 156-170. https://doi.org/10.1037/a0015558

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Johann Chevalère is a postdoctoral researcher in psychology at the LAPSCO with interest in the cognitive and emotional impact of digital technologies in education.

Loreleï Cazenave is a doctoral researcher in psychology at the LAPSCO with interest in educational technologies for differentiated instruction.

Robin Wollast is a postdoctoral researcher at the LAPSCO working on emotion and emotion regulation, culture, gender, and mental health.

Mickaël Berthon is a research engineer at the LAPSCO specialized in application and web development, data processing and experimental design.

Ruben Martinez is a research engineer at the LIMOS specialized in software engineering, big data collection, storage and processing.

Vincent Mazenod is an information technology project manager at the LIMOS with a focus on technology development.

Marie Claude Borion is a project manager at the LAPSCO and the Rectorate of Clermont- Ferrand with interest in linking academic research with educational institutions.

Delphine Pailler is a regional educational inspector at the Rectorate of Clermont-Ferrand and a physics-chemistry teacher (agrégé) with interest in differentiated instruction.

Nicolas Rocher is a regional educational inspector at the Rectorate of Clermont-Ferrand and a history-geography teacher (agrégé) with interest in differentiated instruction.

Rémi Cadet is an associate professor in animal physiology at the ACTé and a regional coordinator of the MPSA with interest in the public diffusion of scientific principles.

Catherine Lenne is an associate professor in plant physiology at the PIAF and head of the MPSA with interest in the public diffusion of scientific principles.

Norbert Maïonchi-Pino is an associate professor in psychology at the LAPSCO with interest in psycholinguistics and developmental dyslexia.

Pascal Huguet is a CNRS (French National Center for Scientific Research) research director in psychology and head of the LAPSCO with interest in the social regulation of cognition.

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Chevalère, J., Cazenave, L., Wollast, R. et al. The influence of socioeconomic status, working memory and academic self-concept on academic achievement. Eur J Psychol Educ 38, 287–309 (2023). https://doi.org/10.1007/s10212-022-00599-9

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