Towards a Better Understanding of the Income Gap in Educational Attainment: The Roles of Self-Efficacy and Appraisal of Coping Potential
|Event Name||Towards a Better Understanding of the Income Gap in Educational Attainment: The Roles of Self-Efficacy and Appraisal of Coping Potential|
|Start Date||19th Feb 2020 10:00am|
|End Date||19th Feb 2020 11:30am|
|Duration||1 hour and 30 minutes|
Olga Poluektova will be presenting her first seminar and we welcome you to join us for this. If you would like to attend please sign up for a free place here: https://www.eventbrite.co.uk/e/towards-a-better-understanding-of-the-income-gap-in-educational-attainment-tickets-93243823787
Past research has demonstrated the negative effects of poverty on educational expectations and achievement. However, our understanding of the mechanism underlying this effect remains incomplete. The proposed research links the environment of childhood poverty with the lack of mastery experiences and resulting low self-efficacy beliefs. I suggest that those beliefs act as a stable cognitive schema that becomes automatically activated in the process of appraisal of one’s coping potential, responsible for a variety of emotional and behavioral responses. Economically challenged children appraise their coping potential as lower, which puts them at a disadvantage compared to their more well-off counterparts. Two empirical studies test this model. The first study, using the data from the “Growing Up in Ireland” project, links family income with four groups of self-efficacy antecedents and demonstrates the mediating roles of these antecedents in the link between family income and children’s educational expectations. The second study tests whether early-life economic disadvantage and associated experiences are associated with lower coping potential and attempts to explain the mechanism underlying this effect. Based on the results of both studies, I discuss a set of possible policy recommendations.
Keywords: child poverty, educational expectations, educational attainment, self-efficacy, coping potential