"Feeling" hierarchy: the pathway from subjective social status to achievement.
The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habits. The lower SSS students had more depressive symptoms, which led to less effective studying and lower GPA. The model held across different racial/ethnic groups, was tested against alternative models, and results remained stable controlling for objective socioeconomic status. Implications for identity-based intervention are discussed.
Program of Human Development and Social Policy, Northwestern University, Evanston, IL 60208, USA. m-destin@u.northwestern.edu
Mesmin
M
Destin
Scott
S
Richman
Fatima
F
Varner
Jelani
J
Mandara
D000293:Adolescent; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D015146:Midwestern United States; D008962:Models, Theoretical; D009042:Motivation; D012923:Social Class; D013315:Stress, Psychological; D011795:Surveys and Questionnaires