The links between socioeconomic status, academic motivation and achievement in high-school: a motivational advantage among high-SES students?

Abstract

Socioeconomic status (SES) is a robust predictor of school achievement among students and schools/classrooms. However, there is a lack of understanding about potential mechanisms behind SES-achievement links on an individual and aggregate level. To address this gap we looked at the links between student SES, grades, and key dimensions (mastery and performance, approach and avoidance) of individual achievement goals and perceived class goal structures. We hypothesized that high-SES students have motivational advantage over their peers, and explored whether this could explain achievement differences among students and classes with different SES backgrounds.