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

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