Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective.

摘要: BACKGROUND Children growing up in poverty tend to perform worse school than their more economically advantaged peers. AIMS The current study integrates an educational theory of motivation and evolutionary life history strategies examine how economic disadvantage predicts children's mathematics achievement through academic beliefs values. SAMPLE Participants were 1,536 students (Mage  = 12.88) a large metropolitan city the United States. METHODS Economic was assessed via reports student being eligible receive free or reduced-price lunch during 2014-2015 year (i.e., at below 185% federal line). Students reported on perceived interest, usefulness, cost learning first half 2015-2016 (August December). Mathematics for both years grades. RESULTS receiving showed higher mathematics, this turn predicted changes over time, indirect effect = -0.57, 95% CI (-0.97, -0.23). However, neither interest nor usefulness ability mediated association between achievement. CONCLUSIONS Results underscore potential interventions target students' as way increase engagement, particularly among disadvantaged students.