Family (Dis)Advantage and Life Course Expectations

Making it to the Academic Path in a Tracked Education System: The Interplay of Individual Agency and Social Origin in Early Educational Transitions

Little is known about the role of agency in transitions in tracked education systems or whether it varies by socioeconomic background. This study addressed this gap by estimating structural equation models based on longitudinal data that are representative of the German- and French-speaking parts of Switzerland (N = 1273 individuals, surveyed from age 6 to 18, mean age at wave 1: Mage = 6.54, SDage = 0.50, female = 49%). The findings reveal that agency (captured by study effort and occupational aspirations) and socioeconomic background (measured by parental education and family income) significantly predicted students' transitions to academically demanding tracks in lower- and upper-secondary education. In the transition to upper-secondary education, students with fewer socioeconomic resources benefitted less than their more advantaged peers from ambitious aspirations, but they benefitted more from exerting effort. These findings suggest that both an optimistic forward-looking orientation and the exertion of effort are required to make it to an academic track. Effort may serve as a "substitutive" resource for less socioeconomically advantaged students, whereas ambitious aspirations may enhance the positive effect of family socioeconomic resources on academic educational trajectories. Overall, the evidence from this study calls for greater attention to investigating not only how agency shapes adolescents' educational trajectories and opportunities but also how its role differs across social groups.

Past, present, and future dimensions of socioeconomic status and sexual self-efficacy of young women during the transition into adulthood

Socioeconomic disadvantages can undermine a person's ability to control their sexual lives (sexual self-efficacy) during the transition to adulthood. Most scholarship focuses on proximate circumstances, specifically how sexual self-efficacy is a result of current socioeconomic status. Yet, this sexual agency is embedded within much longer behavioral and psychological trajectories shaped by socioeconomic contexts. Therefore, I identify a novel explanation for sexual self-efficacy by connecting it to past, present, and anticipatory future conceptualizations of young adults' socioeconomic circumstances. Drawing from 2.5 years of quarterly data from the Relationship Dynamics and Social Life Study, I found significant associations between more advantaged past, present, and anticipatory future socioeconomic circumstances and greater sexual self-efficacy during the transition to adulthood. Stage-specific dimensions of socioeconomic status (SES) followed two life course patterns (pathways and accumulation). In addition, prospective SES was found to be a more powerful predictor than childhood and current SES. As such, I encourage researchers to conceptualize socioeconomic status in life course terms to illuminate the underlying causes and consequences of varying young adulthoods.

Socioeconomic origin, future expectations, and educational achievement: A longitudinal three-generation study of the persistence of family advantage

Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) and general (optimism and control) expectations, we examine parallels across parent-child cohorts in (a) the relationships between parental socioeconomic status (SES) and children's future expectations and (b) the associations between children's future expectations and their academic achievement. We estimate structural equation models using data from the prospective multigenerational Youth Development Study (N = 422 three-generation triads [G1-G2-G3]; G1 Mage in 1988 = 41.0 years, G2 Mage in 1989 = 14.7 years, G3 Mage in 2011 = 15.8 years; G2 White in 1989 = 66.4%, G3 White in 2011 = 64.4%; G1 mean annual household income, converted to 2008 equivalents = $41,687, G2 mean annual household income in 2008 dollars = $42,962; G1 mode of educational attainment = high school, G2 mode of educational attainment = some college). We find intergenerational similarity in the relationships between parental educational attainment and children's future expectations. Children's educational expectations strongly predicted their academic achievement in the second generation, but not in the third generation. With educational expansion, the more recent cohort had higher educational expectations that were less strongly related to achievement. Overall, the findings reveal dynamics underlying the persistence of educational success across generations. The role of future expectations in this intergenerational process varies across historical time, confirming a central conclusion of life span developmental psychology and life course sociological research that individual functioning is influenced by sociocultural contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Do more stress and lower family economic status increase vulnerability to suicidal ideation? Evidence of a U-shaped relationship in a large cross-sectional sample of South Korean adolescents

It is widely held in socio-behavioral studies of suicide that higher levels of stress and lower levels of economic status amplify suicidal vulnerability when confronted with a proximal stressor, reflecting the traditionally prevalent understanding in health psychology and sociology that associates adverse life circumstances with undesirable mental health outcomes. However, upon reflection, there are strong theoretical reasons to doubt that having more stress or being in a more stressful environment always increases suicidal vulnerability given the occurrence of a crisis. Using large nationally representative public survey data on South Korean adolescents, I show that the association between recent psychosocial crisis and suicidal ideation often gets stronger with more favorable levels of perceived stress and improving levels of family economic status. Overall, the increase in the probability of suicidal ideation from recent exposure to a psychosocial crisis is consistently the smallest around medium levels of stress or family economic status and larger at low or high levels. A supplementary exercise suggests that the identified moderation effects operate mainly in virtue of individual-level stress or family economic status in the relative absence of contextual influences at the school level. The findings present preliminary evidence of the stress inoculation hypothesis with regard to suicidal ideation. Research on suicidal vulnerability could benefit from increased attentiveness to the mechanisms through which being in an adverse or unfavorable life situation could protect against the suicide-inducing effects of proximal stressors.

Making it against the odds: How individual and parental co-agency predict educational mobility

INTRODUCTION

This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among first-generation students.

METHODS

The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for academic attainment and socio-demographic factors.

RESULTS

Educational mobility was predicted by student's expectation to go to university, their expectation of success, and school engagement during secondary school. In addition, parental co-agency played a significant role - highlighting the importance of parents in supporting upward educational mobility of their children.

CONCLUSIONS

Multiple dimensions of agency are necessary for disadvantaged students to achieve academically. To support first-generation students, schools need to provide opportunities for them to become engaged in education, to experience mastery and to develop realistic expectations of success.

Can Individual Agency Compensate for Background Disadvantage? Predicting Tertiary Educational Attainment among Males and Females

Adolescent agency has been identified as a central aspect in the study of social mobility and status attainment. There is however still a lack of understanding of (a) how different SES dimensions influence the expression of multiple dimensions of agency; (b) the interplay of SES and adolescent agency in shaping adult outcomes; and (c) variations in these associations by gender. Focusing on educational mobility, this study adopts a multiple exposure multiple outcome approach specifying the associations between multiple SES dimensions and multiple indicators of domain-specific agency and their relative role as predictors of educational attainment, also testing for potential gender differences. The study draws on data collected for the nationally representative Longitudinal Study of Young People in England, comprising 6719 individuals born in 1989/90 (48% female; 85% first generation students; 15% ethnic minority status). The findings show that multiple SES indicators independently influence the expression of different agency dimensions, in particular regarding educational intentions and success expectations. Moreover, multiple dimensions of education-related agency are significant predictors of enrolment in university by age 20 and degree completion by age 25, after controlling for family SES, ethnicity, and prior academic attainment. The evidence points to mainly independent agency effects and provides some support for compensatory effects regarding school engagement. Although females report higher levels of education-related agency, the manifestation of agency benefits both males and females equally. The findings suggest that critical insights into social mobility processes can be gained when using more complex models that take into account multiple dimensions of SES and agency and their interactions over time.

Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage

Despite considerable evidence of the importance of self-esteem and self-efficacy for agentic, goal-oriented behavior, little attention has been directed to these psychological dimensions in the status attainment literature. The present research uses data from the longitudinal, three-generation Youth Development Study (N = 422 three-generation triads) to examine the extent to which adolescent self-esteem and economic self-efficacy affect adult educational and income attainment, and whether these psychological resources are transmitted from one generation to the next, accumulating advantage across generations. We present evidence indicating that both self-esteem and economic self-efficacy are implicated in the attainment process. Adolescent economic self-efficacy had a direct positive effect on adult educational attainment and an indirect effect through educational plans. The influence of self-esteem on adult educational attainment was entirely indirect, through school achievement. We also find evidence that economic self-efficacy was transmitted from parents to children. We conclude that future research should more broadly consider psychological resources in attainment processes from a longitudinal multigenerational perspective.

Cross-sectional study on influence of the family environment on the lifetime non-medical use of prescription drugs among Chinese adolescents in Guangdong: an analysis of sex differences

OBJECTIVES

This study aimed to assess if adolescents had used any prescription drugs non-medically, to explore the associations between the family environment and non-medical use of prescription drugs (NMUPD) and to investigate whether there are any sex differences in the aforementioned associations.

DESIGN

A population-based cross-sectional study.

SETTING

A secondary analysis of the cross-sectional data collected from high school students in Guangdong who were sampled using a multistage, stratified-cluster, random-sampling method in the 2015 School-based Chinese Adolescents Health Survey.

PARTICIPANTS

A total of 21 774 students aged 12-20 years.

DATA ANALYSIS

Multilevel logistic regression models were used to explore the univariable and multivariable relationship between family environment and NMUPD among adolescents. Adjusted ORs and corresponding 95% CI were calculated.

OUTCOME MEASURES

Questions regarding to adolescent' NMUPD (including sedative, opioid and stimulant) were surveyed in the study.

RESULTS

A total of 6.3% students reported lifetime NMUPD in this study. The most commonly used drugs were opioids (3.9%), followed by sedatives (3.2%) and stimulants (2.5%). Multilevel analyses indicated that living arrangements, family economic status, parental relationships, parental education levels, monthly pocket money, parental drinking and drug problems were significantly correlated to the NMUPD among all students. Among boys, living arrangements, family economic status, maternal education levels, monthly pocket money, parental drinking and drug problems were significantly related to different types of NMUPD. The same factors were related to girls' NMUPD, except for maternal education levels. Parental relationships and paternal education levels were also associated with girls' NMUPD.

CONCLUSION

The family environment exerts an important influence on adolescents' NMUPD. Interventions targeted at families are highly recommended considering the negative effects of NMUPD. In addition, the child's sex might be taken into consideration when developing and implementing preventive strategies.

Adolescent Agentic Orientations: Contemporaneous Family Influence, Parental Biography and Intergenerational Development

Agentic orientations developed in adolescence have been linked to better health, well-being, and achievements in the years following. This study examines longitudinal parental influences on the development of adolescent children's agentic orientations, captured by the core constructs of mastery beliefs and generalized life expectations. Drawing on multigenerational panel data from the United States (1991-2011), the study examines contemporaneous family factors, but also how parental biographies (their own transition to adulthood) and parents' own adolescent agentic orientations influence their adolescent children. Study adolescents were 46% male, 52% white, and 15.6 years old on average. The findings indicate that parents' early orientations and experiences in the transition to adulthood have little effect on their children's mastery beliefs, but that parents' generalized life expectations (in adolescence) and having married before having the child were associated with their children's more optimistic life expectations. Contemporaneous family income and optimistic expectations among parents-as-adolescents were somewhat substitutable as positive influences on adolescents' optimistic life expectations. The findings contribute to our understanding of intergenerational and over-time influences on these key adolescent orientations.