A strong sense of academic self-belief can empower children from low-income families to overcome challenges and succeed academically, as indicated by new research.
A strong belief in their own academic skills can empower children from low-income families to overcome obstacles and attain academic achievements, according to recent research conducted by Trinity College Dublin.
The research, spearheaded by Jillian Sheehan and Dr Kristin Hadfield from the School of Psychology, examined the academic resilience of children from disadvantaged backgrounds, with a particular emphasis on mathematics. The study utilized data from 1,715 children involved in the Growing Up in Ireland longitudinal study, tracking their progress through three different stages of the dataset.
Children living in poverty typically face significant academic challenges, often resulting in lower performance, reduced likelihood of completing secondary or higher education, and poorer grades in state examinations, as noted by the researchers.
Nonetheless, this new research highlights that many children from low-income households excel in academic settings despite these obstacles. This study, recently published in the British Journal of Developmental Psychology, provides new insights into the elements that contribute to their accomplishments.
Some key findings from the research include:
- Adolescents from low-income families who experienced fewer socio-emotional and behavioral difficulties and maintained a strong belief in their academic abilities showed better performance in mathematics.
- Lower levels of conflict between parents and children, higher parental expectations for their child’s education, and greater levels of parental education were also linked to improved math performance.
- Attending a school outside the DEIS program correlated with enhanced math performance.
Dr Kristin Hadfield, Assistant Professor at the School of Psychology, remarked: “Success in education can provide a critical pathway for young individuals to break free from a cycle of disadvantage. By dissecting the various elements that influence academic resilience, we can create focused strategies to empower young people from low-income settings, thus improving their educational outcomes.”
“Our findings, in particular, indicate that enhancing young individuals’ self-belief in their capabilities, along with addressing their emotional and behavioral challenges, could play a crucial role in fostering academic resilience.”
Jillian Sheehan, the lead author of the study, stated: “Having grown up in a disadvantaged area in North Cork city and attended what is now a DEIS school, this research is deeply meaningful to me. The stark reality is that academic success in our educational framework is affected by influences that extend far beyond a child’s intrinsic qualities. Our findings highlight the vital role that parents, teachers, educators, researchers, and policymakers play in the quest for educational equity in our nation.”
“Our study is timely and provides crucial insights for policymakers, educators, and families who aim to bridge the achievement gap and enable all students to realize their potential fully. The results emphasize the necessity of a holistic, multi-faceted approach to supporting the academic success of youth from underprivileged backgrounds.”
