Number of Books at Home as an Indicator of Socioeconomic Status: Examining Its Extensions and Their Incremental Validity for Academic Achievement

Autor/inn/en	Heppt, Birgit; Olczyk, Melanie; Volodina, Anna
Titel	Number of Books at Home as an Indicator of Socioeconomic Status: Examining Its Extensions and Their Incremental Validity for Academic Achievement
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 4, S.903-928 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heppt, Birgit) ORCID (Olczyk, Melanie) ORCID (Volodina, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09704-8
Schlagwörter	Foreign Countries; Elementary School Students; Books; Family Environment; Academic Achievement; Socioeconomic Status; Information Sources; Parents; Validity; Academic Language; Comprehension; Germany + Suchen Sie Ihr Suchwort? Ausland; Book; Buch; Monographie; Monografie; Familienmilieu; Schulleistung; Socio-economic status; Sozioökonomischer Status; Information source; Informationsquelle; Eltern; Gültigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Verstehen; Verständnis; Deutschland
Abstract	The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children's books and number of ebooks) for explaining students' academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-sectional data of a German sample of 2353 elementary school children from Grades 2 through 4, we found that parents' information on the number of books and children's books contributed to students' academic language comprehension over and above parental occupation and education. Children's information on the number of books did not further increase the amount of explained variance, and the effects were smaller than those for parents' information. Yet, when investigated separately, both parents' and children's information on the number of books and children's books at home predicted students' academic language comprehension and mediated the relationship between more distal structural features of socioeconomic status (i.e., parents' occupational status and education) and the outcome variable. No effect emerged for the number of ebooks. Our findings point to the robustness of the traditional books-at-home measure when used in parent questionnaires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01