Analysis reveals socio-economic disparities in parental expectations and student self-concepts, indicating that teacher-student interactions can influence educational outcomes.
Key Points
Children from low SES families show a significant drop in academic self-concept from ages 9 to 13, impacting their educational attainment.
Parent expectations play a crucial role; lower SES children's attainment is strongly influenced by their parents' expectations.
Quality of teacher–student interactions at age 13 moderates the relationship between parents' expectations and children's educational outcomes.
The findings suggest school policies should focus on enhancing self-concepts and parental engagement to improve SES-related attainment gaps.