Abstract：
BACKGROUND: Exposure to family risk factors increases adolescents\' chances of attaining a lower educational level. However, some adolescents attain a high educational level despite being exposed to family risk factors such as a lower parental socioeconomic status (SES) or receiving less family support.
METHODS: Using data from the Dutch TRAILS cohort study (NT1 = 2175; Mage = 11.1, SD = 0.55, 50.8% female), we investigated if higher levels of effortful control and peer support can buffer against the negative effects of a lower parental SES and less family support on educational level. Two multinomial logistic regressions were performed (from early to mid-adolescence and from mid-adolescence to young adulthood) with post hoc tests to contrast four ordinal educational levels: practical vocational, theoretical vocational, higher general, and (pre-)university.
RESULTS: Adolescents with a higher parental SES were consistently more likely to end up at a higher educational level, but family support was hardly associated with educational level. Neither effortful control nor peer support buffered the associations of parental SES and family support with educational level. Effortful control did have a positive direct (compensatory) effect on the educational level.
CONCLUSIONS: We conclude that other individual competencies or more structural changes may be more helpful buffers for reducing socioeconomic inequalities in educational attainment.
METHODS: Using data from the Dutch TRAILS cohort study (NT1 = 2175; Mage = 11.1, SD = 0.55, 50.8% female), we investigated if higher levels of effortful control and peer support can buffer against the negative effects of a lower parental SES and less family support on educational level. Two multinomial logistic regressions were performed (from early to mid-adolescence and from mid-adolescence to young adulthood) with post hoc tests to contrast four ordinal educational levels: practical vocational, theoretical vocational, higher general, and (pre-)university.
RESULTS: Adolescents with a higher parental SES were consistently more likely to end up at a higher educational level, but family support was hardly associated with educational level. Neither effortful control nor peer support buffered the associations of parental SES and family support with educational level. Effortful control did have a positive direct (compensatory) effect on the educational level.
CONCLUSIONS: We conclude that other individual competencies or more structural changes may be more helpful buffers for reducing socioeconomic inequalities in educational attainment.
摘要：
背景：暴露于家庭危险因素会增加青少年获得较低教育水平的机会。然而,一些青少年虽然面临家庭风险因素,如父母社会经济地位(SES)较低或获得的家庭支持较少,但仍能获得较高的教育水平.
方法：使用荷兰TRAILS队列研究的数据（NT1=2175；Mage=11.1，SD=0.55，50.8%女性），我们调查了较高水平的努力控制和同伴支持是否可以缓冲较低的父母SES和较少的家庭支持对教育水平的负面影响。进行了两次多项逻辑回归（从青春期早期到青春期中期以及从青春期中期到成年初期），并进行了事后测试，以对比四个顺序教育水平：实用职业，理论职业，更高的一般，和（前）大学。
结果：父母SES较高的青少年更有可能最终获得更高的教育水平，但是家庭支持与教育水平几乎没有关系。努力控制或同伴支持都无法缓冲父母SES和家庭支持与教育水平的关联。努力控制确实对教育水平产生了积极的直接（补偿）影响。
结论：我们得出的结论是，其他个人能力或更多的结构变化可能是减少受教育程度的社会经济不平等的更有帮助的缓冲。
方法：使用荷兰TRAILS队列研究的数据（NT1=2175；Mage=11.1，SD=0.55，50.8%女性），我们调查了较高水平的努力控制和同伴支持是否可以缓冲较低的父母SES和较少的家庭支持对教育水平的负面影响。进行了两次多项逻辑回归（从青春期早期到青春期中期以及从青春期中期到成年初期），并进行了事后测试，以对比四个顺序教育水平：实用职业，理论职业，更高的一般，和（前）大学。
结果：父母SES较高的青少年更有可能最终获得更高的教育水平，但是家庭支持与教育水平几乎没有关系。努力控制或同伴支持都无法缓冲父母SES和家庭支持与教育水平的关联。努力控制确实对教育水平产生了积极的直接（补偿）影响。
结论：我们得出的结论是，其他个人能力或更多的结构变化可能是减少受教育程度的社会经济不平等的更有帮助的缓冲。
