The poverty puzzle: the surprising difference between wealthy and poor students for self-efficacy and academic achievement.

This study explored the relationship between intellectual ability, socioeconomic status (SES), academic achievement and self-efficacy in a cross-cultural sample. Data from 90 students (63 students from Central America and 27 from the US) showed that regardless of culture or IQ, students from low SES families had significantly lower grade point averages than students from medium- or high-SES families. Unexpectedly, data showed that regardless of culture or IQ, students from high-SES families had the lowest self-efficacy, but the highest academic performance.

If I value myself, I value school: the protective effect of self-esteem among abused females.

Children who have been severely maltreated tend to perform significantly below their non-maltreated peers in standardized tests, earn lower grades and have the most discipline issues in the school setting. There is evidence that self-esteem (SE) may be a protective factor for youth with regard to negative emotional outcomes. The role of self-esteem needs to be explored further in more collectivistic cultures.

I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures.

The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age = 11.57 years, SD = 3.