Time to Change Your Attitude? Socio-Economic Status, Academic Attainment, and Time Attitudes in Glasgow School Children

Autor/inn/en	Worrell, Frank C.; Perry, John L.; Wells, Kevin E.; McKay, Michael T.
Titel	Time to Change Your Attitude? Socio-Economic Status, Academic Attainment, and Time Attitudes in Glasgow School Children
Quelle	In: International Journal of School & Educational Psychology, 9 (2021) 4, S.280-289 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wells, Kevin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1856740
Schlagwörter	Attitude Change; Positive Attitudes; Negative Attitudes; Time Perspective; Socioeconomic Status; Poverty Areas; Disadvantaged Environment; Correlation; Academic Achievement; High School Students; Adolescents; Attendance; Self Efficacy; Foreign Countries; Achievement Gap; Urban Areas; United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Negative Fixierung; Zeitbezug; Socio-economic status; Sozioökonomischer Status; Korrelation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Anwesenheit; Self-efficacy; Selbstwirksamkeit; Ausland; Urban area; Stadtregion
Abstract	Closing the poverty-related attainment gap in schoolchildren is a stated priority for the Scottish Government. In the present study, we examine the poverty-related attainment gap in Glasgow, a city wherein more than half of the 100 most deprived areas in Scotland are to be found. Further, we examine the potential mediating role of school attendance, academic self-efficacy, and future time attitudes (positive and negative) in the relationship between socio-economic status and academic attainment. Participants (N = 3,812) were from 30 High schools in the Glasgow Local Authority area. In the first instance, we examined the mediating role of both academic self-efficacy and school attendance. Then, in a subsample, we further examined the additional potential of both positive and negative time attitudes to mediate this relationship. Results of Study 1 support the combined partially mediating effect of both academic self-efficacy and higher school attendance on the poverty-attainment relationship. Results of Study 2 show that these variables fully mediate the poverty-attainment relationship, and further evidence a direct effect of both positive and negative time attitudes on attainment. The direct effects of time attitudes on attainment suggest that this construct may be viable in addressing the poverty-related attainment gap across the social spectrum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01