TY  - JOUR
PY  - 2022//
TI  - School socioeconomic status context and social adjustment in children
JO  - Developmental psychology
A1  - Parker, Philip
A1  - Sanders, Taren
A1  - Anders, Jake
A1  - Shure, Nikki
A1  - Jerrim, John
A1  - Noetel, Michael
A1  - Parker, Rhiannon
A1  - Ciarrochi, Joseph
A1  - Marsh, Herb
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds (N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covariates. <br><br>RESULTS showed that children from more advantaged schools are more likely to have better prosocial behavior and fewer peer and conduct problems. An interaction between family and school average socioeconomic status (SES) suggested that this association was mainly present for children from lower SES backgrounds. (PsycInfo Database Record (c) 2022 APA, all rights reserved).<p />  <p>Language: en</p>
LA  - en
SN  - 0012-1649
UR  - http://dx.doi.org/10.1037/dev0001463
ID  - ref1
ER  -