This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

这项研究调查了就读于住宅学院的新兴成年人而言，家庭收入和高中的社会经济地位（SES）构成如何与大学的学术行为相关联。通过一项一次性调查，每日调查以及有关高中SES构成的其他数据收集，本研究测量了221名大学生（17-25岁）的SES背景和学术行为。研究结果表明，家庭收入与高中背景之间的相互作用预示了三种学术行为（学习时间，课堂参与和寻求帮助）。在为许多低收入学生服务的高中学生中，较高的家庭收入与大学中更有益的学术行为显着相关。在那些为少数低收入学生提供服务的高中学生中，家庭收入与学业行为之间没有关联。结果表明，大学可能需要特别准备，以支持来自SES较低中学的低收入家庭的学生。