Promoting Postsecondary Education in Low-Income Youth: The Moderating Role of Socio-Behavioral and Academic Skills in the Context of a Major Educational Reform.

Marie-Hélène Véronneau, Lisa A Serbin, Kathleen Kennedy-Turner, Dale M Stack, Jane E Ledingham, Alex E Schwartzman

Abstract read

In one paragraph

Article in Journal of youth and adolescence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Marie-Hélène VéronneauDepartement of Psychology, Université du Québec à Montréal, Montréal, QC, Canada. veronneau.marie-helene@uqam.ca.ORCID http://orcid.org/0000-0002-2670-735X

Lisa A SerbinDepartement of Psychology, Concordia University, Montréal, QC, Canada.ORCID http://orcid.org/0000-0001-8265-8057

Kathleen Kennedy-TurnerDepartement of Psychology, Concordia University, Montréal, QC, Canada.ORCID http://orcid.org/0000-0003-3435-8695

Dale M StackDepartement of Psychology, Concordia University, Montréal, QC, Canada.ORCID http://orcid.org/0000-0002-0598-4059

Jane E LedinghamSchool of Psychology, University of Ottawa, Ottawa, ON, Canada.ORCID http://orcid.org/0000-0003-3512-0216

Alex E SchwartzmanDepartement of Psychology, Concordia University, Montréal, QC, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Governments around the world are pressed to invest in postsecondary education. However, little research exists to document whether large-scale educational reforms aimed at increasing rates of postsecondary attendance benefit youth's developmental outcomes. This study tested whether an educational reform occurring in Québec, Canada, in the 1960s increased educational levels, and whether it benefitted some youth more than others. In the 1970's, 4109 low-income youth (50% females) aged 7-13 years old were recruited at Time 1 from first, fourth, and seventh grade classes (M

Indexed as

Academic SuccessPovertyAdolescentChildEducational StatusFemaleHumansMaleSchoolsStudent DropoutsAcademic aptitudeEducational attainment levelEducation policyProtective factorsSocial behaviorSocioeconomic status

Identifiers

PMID34843080

DOI10.1007/s10964-021-01541-w

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.