The relationship of school achievement with parents’ employment status, perceived social status, and living environment as reflected in findings of the 2017 national assessment of basic competencies (Nabc)

Harsányi, Szabolcs Gergő (2019) The relationship of school achievement with parents’ employment status, perceived social status, and living environment as reflected in findings of the 2017 national assessment of basic competencies (Nabc). Psychologia Hungarica Caroliensis, 7 (2). pp. 167-189. ISSN 2064-2504

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Abstract

The social class that the individual belongs to, determines his or her cognitions, emotions and behaviour (Manstead, 2018), that is why it is essential to examine its effect on academic achievement. The concept of social class is not reduced to material circumstances or salary in recent studies, but the access to social and cultural capital is also taken into consideration. The types of capital form the individual’s self-concept and behaviour, thus the academic achievement (Pusztai, 2009). Besides the actual social status, the perceived status affects the ways of thinking and behaviour. In our study, we analyse the results of the National Assessment of Basic Competencies (NABC) in relation of social factors: regularity of parents’ work, perceived standard of living in case of families and living environment. The results reveal the effect of types of schooling, but the social factors affect the achievement moderately.

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