2015 | Ghana
Household assets, academic expectations and academic performance among Ghanaian junior high school students: Investigating mediation
RELATED INITIATIVES
Education
Financial Inclusion
The potential relevance of households’ asset ownership in promoting academic success of children has spurred empirical investigation into the relationship between assets and academic performance. However, current research has mostly ignored the diverse pathways by which asset ownership may be connected to academic performance. This study focuses on one of these largely ignored pathways by examining how parents’ and youth’s expectations may intervene in the relationship between household asset ownership and the academic performance of junior high school students in Ghana. Using the asset-effect framework as a theoretical guide, the study uses observational data and multilevel structural equation modeling to address the aims of the study. Results show that at the 95% confidence level, there is no direct relationship between household asset ownership and academic performance but compelling evidence that assets are associated indirectly with academic performance through youth’s academic expectations. A group invariance test also finds no statistically significant gender difference in the mediational role of youth’s expectations. Policy initiatives ought to reflect the many ways that asset ownership affects students’ academic success. Teachers should be trained to not only teach course content but also help improve students’ academic expectations and psychological well-being.
Ansong, D., Chowa, A., & Sherraden, M. (2015) Household assets, academic expectations and academic performance among Ghanaian junior high school students: Investigating mediation. Children and Youth Services Review, 50, 101-110. doi:10.1016/j.childyouth.2015.01.016