Factors influencing school achievement of children from low socioeconomic groups in Malaysia

Dugdale A.E. and Chen S.T. (1977) Factors influencing school achievement of children from low socioeconomic groups in Malaysia. International Journal of Psychology, 12 1: 39-50. doi:10.1080/00207597708247373

Author Dugdale A.E.
Chen S.T.
Title Factors influencing school achievement of children from low socioeconomic groups in Malaysia
Journal name International Journal of Psychology   Check publisher's open access policy
ISSN 1464-066X
Publication date 1977-01-01
Sub-type Article (original research)
DOI 10.1080/00207597708247373
Volume 12
Issue 1
Start page 39
End page 50
Total pages 12
Subject 2700 Medicine
1201 Architecture
3200 Psychology
Abstract A general model is proposed relating the social and nutritional factors involved in school performance of children from poor socio‐economic backgrounds. The model has been tested in a group of 263 primary school children who came from mainly lower‐class families in Malaysia. School performance was assessed by the mark in a national school examination; the factors considered were race, sex, type of school attended, nutritional status and score in the Goodenough‐Harris Draw‐a‐Man test, and also the family size, income and education of parents. Multiple linear regression and extended median test were used in the analysis. There were strong associations between poor school performance on the one hand and nutritional and socio‐economic conditions on the other. However, detailed analysis showed that, for most sub‐groups, nutritional status was not a direct causal factor in school performance. Both nutrition and school achievement reflected home circumstances, particularly family income. There were however significant differences among children of different races. Many of the pathways on the general model have been shown to be irrelevant in this group of children; those pathways which remain are likely to be causal. The Goodenough‐Harris test showed highly significant differences between children of different ethnic groups. The general model seems justified as a framework for investigating school performance. It has been shown that simple correlation between factors is not a good guide to cause‐and‐effect relationships. Each deprived group is likely to have its own significant pathways, so that each group should be analysed rather than applying generalisations derived from other populations.
Q-Index Code C1
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
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