Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds (N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covariates. Results showed that children from more advantaged schools are more likely to have better prosocial behavior and fewer peer and conduct problems. An interaction between family and school average socioeconomic status (SES) suggested that this association was mainly present for children from lower SES backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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儿童的学校社会经济地位背景和社会适应。

社会适应对于教育和职业成就至关重要。然而，很少有研究考虑到学校的社会经济背景如何与社会适应相关联。在澳大利亚 4 至 8 岁儿童（N = 9369；51% 男孩）的纵向样本中，我们测试了学校平均社会经济地位与社交技能之间的关联（家长和老师报告）。控制 4 岁社会适应和其他协变量的模型。结果表明，来自优势学校的孩子更有可能有更好的亲社会行为，并且同伴和行为问题更少。家庭和学校平均社会经济地位 (SES) 之间的相互作用表明，这种关联主要存在于 SES 背景较低的儿童中。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。