Family socioeconomic status and school absenteeism - The role of behavioural and psychosocial dispositions

家庭社会经济地位和学校缺勤——行为和社会心理倾向的作用

• 批准号: 2744816
• 金额: --
• 依托单位: University of Strathclyde
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2744816
• 关键词: Family; socioeconomic; status; absenteeism; role

Family socioeconomic status (SES) significantly influences children's school attendance, and consequently, educational achievement. Evidence suggests that children from lower SES backgrounds are overrepresented in those absent from school, and this inequality may partly explain the SES-achievement gap. However, we do not fully understand the mechanisms by which family SES influences school absenteeism, a key knowledge for breaking the link between SES and school absence. This project examines whether psychosocial and behavioural dispositions (e.g., internalising and externalising behaviours) explain the association between family SES and absenteeism in all four UK nations. It will further investigate whether the associations between SES, dispositions, and absenteeism vary across socio-demographic groups (gender, ethnicity). Investigating mechanisms of effect is complex and requires conceptual clarification on the causal model and advanced methods of mediation to address these complexities. Consequently, the study will test competing approaches for understanding the link between SES, dispositions and absenteeism with the view to shedding light on whether analytical strategies influence the interpretation of findings. Our study will provide much-needed evidence on the mechanisms by which SES leads to school absences among different socio-demographic groups. This will give policymakers and practitioners the necessary information on reducing absenteeism and addressing inequalities in school attendance. It will become clear which interventions can mitigate absenteeism by highlighting the relative importance of different psychosocial and behavioural mediators for socioeconomic inequalities in school absenteeism. The study is timely within the current context of COVID-19 school closures - an enforced period of "absenteeism" for all children, with evidence of increased absenteeism and socioeconomic disparities in absences after schools reopened. Finally, the study hopes to make an important methodological contribution to addressing questions of causal mediation in the social sciences and particularly education.

家庭社会经济地位（SES）显着影响儿童的入学率，因此，教育成就。有证据表明，来自社会经济地位较低背景的儿童在失学儿童中所占比例过高，这种不平等可能部分解释了社会经济地位-成就差距。然而，我们并不完全了解家庭社会经济地位影响缺课的机制，这是打破社会经济地位和缺课之间联系的关键知识。 该项目研究了心理社会和行为倾向（例如，内部化和外部化行为）解释了英国所有四个国家的家庭社会经济地位与缺勤之间的联系。它将进一步调查SES，性格和缺勤之间的关联是否因社会人口群体（性别，种族）而异。调查影响机制是复杂的，需要对因果模型和先进的调解方法进行概念澄清，以解决这些复杂性。因此，这项研究将测试竞争的方法来理解SES，性格和缺勤之间的联系，以期阐明分析策略是否影响结果的解释。 我们的研究将为SES导致不同社会人口群体缺课的机制提供急需的证据。这将为决策者和从业人员提供关于减少旷课和解决入学不平等问题的必要信息。通过强调不同的心理社会和行为调解人对学校缺勤中的社会经济不平等的相对重要性，将明确哪些干预措施可以减轻缺勤。在当前COVID-19学校关闭的背景下，这项研究是及时的-这是一段强制所有儿童“旷课”的时期，有证据表明学校重新开放后旷课和旷课的社会经济差异增加。最后，本研究希望能为解决社会科学，特别是教育领域的因果中介问题做出重要的方法论贡献。