Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability-Reference-Cited by-同舟云学术

Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability

Published:2023-08-01 Issue:4 Volume:61 Page:280-291
ISSN:1934-9556
Container-title:Intellectual and Developmental Disabilities
language:en
Short-container-title:

Author:

Wang Xichen¹,Wang Qianqian²,Ma Minjie³,Gu Zhengwei⁴,Shi Yang⁵,Wang Tingzhao⁶

Affiliation:

1. Xichen Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an No. 2 Longya School, Xi'an, China

2. Qianqian Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Dalian No. 3 Middle School, Dalian, China

3. Minjie Ma, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an Mangya School, Xi'an, China

4. Zhengwei Gu, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an Qizhi School, Xi'an, China

5. Yang Shi, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an No. 2 Longya School

6. Tingzhao Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China

Abstract

Abstract The study explores the influence of socioeconomic status (SES) on the academic outcomes of children with intellectual disability (ID), and the role of parental participation and parental attitudes toward educational communicators in this process. A total of 305 children with ID from special needs schools and their parents and teachers in China completed the survey. A structural equation model was built to explore the relation between the factors. Results indicated SES not only positively predicts the academic outcomes, but also predicts academic outcomes through the chain mediation of parental participation and parental attitudes towards educational communicators. Findings show the robustness of the Family Investment Model in Chinese contexts. Moreover, the role of parental participation and parental attitudes towards educational communicators cannot be ignored.

Publisher

American Association on Intellectual and Developmental Disabilities (AAIDD)

Subject

Psychiatry and Mental health,Community and Home Care,Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

Link

https://meridian.allenpress.com/idd/article-pdf/61/4/280/3244738/i1934-9556-61-4-280.pdf

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