the relationship between the economic status and academic performance of the respondent?
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ABSTRACT: Numerous studies have shown that the socioeconomic (SES) achievement gap is the
main cause of inequality of students in schools and other educational systems (Bourdieu 1989;
Carnoy 2007; Shavit and Blossfeld 1993, as cited in Doren, 2013). The most significant reason of
this finding according to Battle and Lewis (2002) might be the fact that a person’s education is
clearly linked to their life chances, income and well-being. The low status students compared with
the mid/high status students are often more depressed and they are concerned about their financial
problems and sometimes they don’t have enough time for studying and other academic activities.
As such, besides providing the educational materials and facilities to promote learning and
achievement in academic settings, the socioeconomic status of the students or their family could
be a factor which impacts on their emotional state and motivation for their learning. Stern (1963,
as cited in Burstall, 1975) also stated that there is a serious need to study motivational factors
which may result in the students’ development of positive or negative attitudes toward foreign
language culture, language itself, and people of the foreign country, which may have hindering or
facilitating results on the foreign language development. As some researchers such as Gayton
(2010) also have recognized, while the influence on language-learning motivation of other macro
-level factors, such as gender, have been extensively investigated, there has been comparatively
little written about an association between SES and language- learning. Particularly, in Iran and
even more evidently among the university students, differential achievement along the lines of SES
has not been central to investigation in the realm of educational attainment. This is while the
problem of socioeconomic status is getting more and more tangible in universities due to its
impacts on the students’ academic achievement and even sometimes it causes some students put
aside their education. Thus, it is important to have a clear understanding of what benefits or
hinders Iranian university-age students’ educational attainment. As such, the present research
aims to investigate the effects of the socio-economic status on EFL sophomore learners’ academic
achievement in the national university of a town in Iran named Rafsanjan
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