The Relationship Between Perceived Social Status and Academic Performance Among Fourth Graders

Could how fourth grade students feel about their social status be affecting their academic performance? This relationship was examined because if perceived social status is a known factor in academic performance, this knowledge could assist teachers in her/his teaching strategies. This research studied the relationship between perceived social status (the place one believes he/she is located in a social hierarchy) and academic performance (how well a student is accomplishing his or her tasks and studies) of fourth grade students from a North San Diego County Elementary School. Twenty-eight student participants completed a survey regarding their social status. Their report cards were also obtained to measure their academic performance through the use of GPA. Correlational action research design was completed to examine the relationships between GPA and each question from the survey. Correlation is defined as a statistical test to determine the tendency or pattern for two (or more) variables or two sets of data to vary consistently. Results suggested that a moderate positive correlation existed between students‟ self-concept as good students and academic performance, especially in boys. Results also suggested that the higher boys GPA, the less likely they would want to have fun with their friends when they were frustrated with school.