# The role of academic self‐concepts, parent expectations and teacher–student interactions in socio‐economic gaps in educational attainment

## TL;DR

Low-income children experience bigger drops in self-confidence and parental support, which affects their education outcomes, but teacher relationships can help reduce these gaps.

## Contribution

This study reveals how changes in self-concept, parental expectations, and teacher interactions over time contribute to SES gaps in educational attainment.

## Key findings

- Low SES children experience steeper drops in academic self-concept and no rise in parental expectations from age 9 to 13.
- Parental expectations have a stronger influence on attainment in low SES families compared to high SES families.
- Teacher–student interactions at age 13 moderate the effect of parental expectations on attainment differently for low and high SES children.

## Abstract

Low socio‐economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self‐concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes.

We examine SES differences in (a) changes in parent expectations and academic self‐concepts from primary to secondary school and (b) interactions between teacher–student interaction quality and parent expectations to uncover the role these processes play in SES differences in attainment.

Using the Growing Up in Ireland cohort (N = 5190), children reported on their academic self‐concepts (9 and 13 years); quality of teacher interactions (13 years); and third‐level attainment (20 years). Primary caregivers reported on their educational expectations and SES (9 and 13 years).

From 9 to 13 years, children from low SES families experience a steeper drop in academic self‐concept and no rise in their parents' expectations compared with their high SES peers. Both initial levels and changes in children's self‐concepts and parents' expectations predicted attainment, with parents' expectations a stronger influence in low SES families. Teacher–child interactions at age 13 moderated the effect of parents' expectations on attainment; however, this was cumulative for low SES children and compensatory for high SES children.

We discuss how findings regarding these developmental processes can be used in school policy and practices aimed at addressing SES differences in educational attainment.