Speaker
Description
SES has been studied extensively both as a predictor of academic achievement and student well-being, and alternatively, as a moderator between motivation and academic achievement. Yet, its direct association with academic motivation (AM) remains underexplored. Furthermore, there’s no consensus about how SES should be measured in the educational context, and there’s significant heterogeneity about which instrument was used to measure AM. Therefore, the present systematic review and meta-analysis focused on the relationship between socioeconomic status (SES) and academic motivation (AM), grounded in self-determination theory, among elementary to high school students. A systematic search yielded 5215 articles, with 13 studies (N = 677,405) meeting inclusion criteria. Random-effects models were used to estimate main effects, and mixed-effects models to analyze potential moderators, including SES indicators, AM measurement instruments, and educational level. Analyses were conducted using R and the “metafor” package. A positive small significant effect was found for intrinsic, identified, and introjected regulation, while a negative small significant effect was found for amotivation. The present research suggests that, even though research on this topic remains limited, there is still a small but significant effect on almost all the forms of behavioral regulation, highlighting another effect of socio-economic disparity on the education of students. Future research should focus on understanding more deeply the motivational trajectories of disadvantaged students to help them overcome this hindering effect.
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