Socioeconomic environment effect on inferential reasoning of Latin American students

Carmen Flores-Mendoza, Renan Benigno Saraiva, Gislene Clemente Vilela Câmara, Wilma M.Guimarães Lopes, Ana P.Carvalho Pereira Passos, Ana Maria Valladão Pires Gama, Viviane de Oliveira Baumgartl, Larissa Assunção Rodrigues, Ruben Ardila, Ricardo Rosas, Miguel Gallegos, Norma Reategui

Resultado de la investigación: Contribución a una revistaArtículoInvestigaciónrevisión exhaustiva

1 Cita (Scopus)

Resumen

Introduction. Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES. Objective. The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America. Method. The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44% public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire. Results. SES student showed a small positive correlation with IR (r =.10, p <.001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p <.001, ηp2 =.07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p <.001, ηp2 =.04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors. Discussion and conclusion. Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed.
Idioma originalInglés
Páginas (desde-hasta)183-190
Número de páginas8
PublicaciónSalud Mental
DOI
EstadoPublicada - 1 ene 2017

Huella dactilar

Social Class
Students
Peru
Colombia
Latin America
Chile
Argentina
Public Policy
Intelligence
Brazil

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Flores-Mendoza, C., Saraiva, R. B., Câmara, G. C. V., Lopes, W. M. G., Passos, A. P. C. P., Gama, A. M. V. P., ... Reategui, N. (2017). Socioeconomic environment effect on inferential reasoning of Latin American students. Salud Mental, 183-190. https://doi.org/10.17711/SM.0185-3325.2017.024
Flores-Mendoza, Carmen ; Saraiva, Renan Benigno ; Câmara, Gislene Clemente Vilela ; Lopes, Wilma M.Guimarães ; Passos, Ana P.Carvalho Pereira ; Gama, Ana Maria Valladão Pires ; Baumgartl, Viviane de Oliveira ; Rodrigues, Larissa Assunção ; Ardila, Ruben ; Rosas, Ricardo ; Gallegos, Miguel ; Reategui, Norma. / Socioeconomic environment effect on inferential reasoning of Latin American students. En: Salud Mental. 2017 ; pp. 183-190.
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title = "Socioeconomic environment effect on inferential reasoning of Latin American students",
abstract = "Introduction. Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES. Objective. The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America. Method. The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44{\%} public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire. Results. SES student showed a small positive correlation with IR (r =.10, p <.001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p <.001, ηp2 =.07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p <.001, ηp2 =.04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors. Discussion and conclusion. Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed.",
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Flores-Mendoza, C, Saraiva, RB, Câmara, GCV, Lopes, WMG, Passos, APCP, Gama, AMVP, Baumgartl, VDO, Rodrigues, LA, Ardila, R, Rosas, R, Gallegos, M & Reategui, N 2017, 'Socioeconomic environment effect on inferential reasoning of Latin American students', Salud Mental, pp. 183-190. https://doi.org/10.17711/SM.0185-3325.2017.024

Socioeconomic environment effect on inferential reasoning of Latin American students. / Flores-Mendoza, Carmen; Saraiva, Renan Benigno; Câmara, Gislene Clemente Vilela; Lopes, Wilma M.Guimarães; Passos, Ana P.Carvalho Pereira; Gama, Ana Maria Valladão Pires; Baumgartl, Viviane de Oliveira; Rodrigues, Larissa Assunção; Ardila, Ruben; Rosas, Ricardo; Gallegos, Miguel; Reategui, Norma.

En: Salud Mental, 01.01.2017, p. 183-190.

Resultado de la investigación: Contribución a una revistaArtículoInvestigaciónrevisión exhaustiva

TY - JOUR

T1 - Socioeconomic environment effect on inferential reasoning of Latin American students

AU - Flores-Mendoza, Carmen

AU - Saraiva, Renan Benigno

AU - Câmara, Gislene Clemente Vilela

AU - Lopes, Wilma M.Guimarães

AU - Passos, Ana P.Carvalho Pereira

AU - Gama, Ana Maria Valladão Pires

AU - Baumgartl, Viviane de Oliveira

AU - Rodrigues, Larissa Assunção

AU - Ardila, Ruben

AU - Rosas, Ricardo

AU - Gallegos, Miguel

AU - Reategui, Norma

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Introduction. Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES. Objective. The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America. Method. The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44% public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire. Results. SES student showed a small positive correlation with IR (r =.10, p <.001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p <.001, ηp2 =.07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p <.001, ηp2 =.04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors. Discussion and conclusion. Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed.

AB - Introduction. Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES. Objective. The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America. Method. The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44% public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire. Results. SES student showed a small positive correlation with IR (r =.10, p <.001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p <.001, ηp2 =.07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p <.001, ηp2 =.04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors. Discussion and conclusion. Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed.

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Flores-Mendoza C, Saraiva RB, Câmara GCV, Lopes WMG, Passos APCP, Gama AMVP y otros. Socioeconomic environment effect on inferential reasoning of Latin American students. Salud Mental. 2017 ene 1;183-190. https://doi.org/10.17711/SM.0185-3325.2017.024