Parker, P., Marsh, H., Guo, J., Anders, J., Shure, N. & Dicke, T. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value [accepted manuscript]. Journal of Educational Psychology,110(3), 445-463. United States: American Psychological Association Inc.. Retrieved from https://doi.org/10.1037/edu0000215
In this paper, we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working-class children having more positive math self-beliefs and values than equally able salariat children. We further suggest that the same conditions that give rise to the working-class benefit in self-beliefs and values are associated with signaling effects that suppress educational aspirations and attainment. These hypotheses are tested in 1 cross-sectional multinational and 1 longitudinal study. The results in favor of the IDM challenge cultural models of social class differences and have implications for rational action theory.
Institute for Positive Psychology and Education
Open Access Journal Article