Tags: MIHĂILĂ TEODOR , rural , urban , socio-economic status , academic performance , extracurricular activities
THE INFLUENCE OF SOCIO-ECONOMIC STATUS ON SCHOOL PERFORMANCE
University of Bucharest,
Bld. M. Kogălniceanu, 36-46, 050107, Bucharest, Romania
The following pages will present the influence that socioeconomic status has on school performance. Depending on culture, region and country, the socioeconomic status has an significant impact on school performance and it is seen as a good indicator of it. Method: Participants: a group of 100 young students age between 18 and 24 years old (M.=20.19; S.D.=1.54), all of them aged over 18, being in their fourth year of high school; Instruments: in order to validate the hypothesis we used a socioeconomic questionnaire of our own, since the concept covers several financial factors such as family, parents' academic level, lifestyle, family influence, the number of people in the house. For the academic performance measurement we used the average grades of the students. This group was given a questionnaire measuring the socioeconomic status. School performance was assessed by consulting the students' class books School performance correlates directly proportional to the duration of hours spent learning per day (r =0.221, p <0.05). Another statistically significant correlation is the one between school performance and extracurricular activities (r =- 0.30, p <0.01) After the results were analyzed, we were able to determine that school performance is, indeed, influenced by the hours spent learning, free time, the presence of siblings in the family and the family home place, (in the rural or urban area), all of which are metrics for the socioeconomic status.
Keywords: rural, urban, socio-economic status, academic performance, extracurricular activities.
This article can be cited as:
4. M.Teodor (2012). The influence of socio-economic status on school performance. Romanian Journal of Experimental Applied Psychology, vol. 3 no.2, pp. 21-28, 2012.
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