Research on the Relationship Between Family Economic Capital and Students’ Psychological Development
Abstract
This study investigates the influence of family economic capital on students' psychological development, with a particular focus on families from high and low socioeconomic status (SES) backgrounds. With rising rates of mental health issues among students, including depression, family capital has become a crucial factor influencing psychological well-being and academic performance. While previous studies highlight the impact of SES on student development, this research delves deeper into the mechanisms through which family economic capital affects students' mental health. Using data from the China National Mental Health Development Report (2019-2020) and existing literature, this study analyzes the psychological development of students from different socioeconomic backgrounds. The study employs theoretical frameworks such as psychological capital, growth mindset, parental involvement, and the family stress model. It further draws on the Abecedarian Project as a case study to evaluate the effectiveness of early interventions for students from low-SES families, providing empirical evidence on the role of family economic capital in shaping socio-emotional skills. The results indicate that high-SES families foster greater self-efficacy, resilience, and socio-emotional abilities in students, while low-SES students face challenges due to limited resources. However, targeted interventions, such as parental involvement and educational support, can significantly mitigate these disadvantages and promote equitable psychological development.
References
- Chengrui Xu. (2023). Relationship among Family’s Socioeconomic Status, Psychological Capital and Career Adaptability in College Students. Advances in Psychology, 13(01), 146–153. https://doi.org/10.12677/ap.2023.131019
- Zhi Liu, Jia Li, Chenxi Liang. The Impact of Family Socioeconomic Status on Students’ Social and Emotional Skills: The Serial Mediation Role of Growth Mindset and Test and Class Anxiety[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 83-98.
- Rohan Gao. (2023). How Does the Perception of Family Economic Status Affect Adolescents’ Non-Cognitive Ability: Taking Parental Involvement as Mediation. Advances in Social Sciences, 12(10), 5726–5735. https://doi.org/10.12677/ass.2023.1210785
- Lee, H. (2022). Family economic hardship and children’s behavioral and socio-emotional outcomes in middle childhood: Direct and indirect pathways. Children and Youth Services Review, 138, 106527. https://doi.org/10.1016/j.childyouth.2022.106527
- Luvira, V., Nonjui, P., Butsathon, N., Deenok, P., & Aunruean, W. (2023). Family Background Issues as Predictors of Mental Health Problems for University Students. Healthcare, 11(3), 316. https://doi.org/10.3390/healthcare11030316
- Li, H., Xiao, B., & Song, G. (2024). The Impact of Family Socioeconomic Status (SES) on Adolescents’ Learning Conformity: The Mediating Effect of Self-Esteem. Children, 11(5), 540–540. https://doi.org/10.3390/children11050540
- Jingjing Xiao. (2022). The Influence of Family Socioeconomic Status on Cognitive Development. Advances in Social Sciences, 11(08), 3091–3095. https://doi.org/10.12677/ass.2022.118423
- Sparling, J., Ramey, S. L., & Ramey, C. T. (2021). Mental Health and Social Development Effects of the Abecedarian Approach. International Journal of Environmental Research and Public Health, 18(13), 6997. https://doi.org/10.3390/ijerph18136997
- Tessema, M., Dhumal, P., Gee, M., & Tsegai, S. (2022). The link between parental socioeconomic status (SES) and children’s future employment prospects: A conceptual framework. Academy of Strategic Management Journal, 21(5), 1-1