" Feeling" hierarchy: The pathway from subjective social status to achievement

Mesmin Destin; Scott Richman; Fatima Varner; Jelani Mandara

doi:10.1016/j.adolescence.2012.06.006

" Feeling" hierarchy: The pathway from subjective social status to achievement

Mesmin Destin^*, Scott Richman, Fatima Varner, Jelani Mandara

^*Corresponding author for this work

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

49 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	1571-1579
Number of pages	9
Journal	Journal of Adolescence
Volume	35
Issue number	6
DOIs	https://doi.org/10.1016/j.adolescence.2012.06.006
State	Published - Dec 2012

Keywords

Achievement
Adolescents
Motivation
Social status

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Social Psychology
Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.adolescence.2012.06.006

Cite this

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abstract = "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.",

keywords = "Achievement, Adolescents, Motivation, Social status",

author = "Mesmin Destin and Scott Richman and Fatima Varner and Jelani Mandara",

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AU - Destin, Mesmin

AU - Richman, Scott

AU - Varner, Fatima

AU - Mandara, Jelani

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" Feeling" hierarchy: The pathway from subjective social status to achievement

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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