The role of attitudes and behaviours in explaining socio-economic differences in attainment at age 16

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The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Better-off parents were more likely to help their children with their homework, more likely to get involved in school activities, more likely to share family meals and less likely to argue with their children – again all factors associated with higher attainment (Chowdry et al., 2010).”
Why poor children are more likely to become poor readers: The school years (2013, background): “Chowdry, Crawford, and Goodman (2011) found that parents’ and students’ educational expectations were strong predictors of student achievement and each explained around 16% of the test-score gap between the lowest and highest socioeconomic groups of 16 year olds in England.”
Behavioral Economics of Education (2015, background): “Among ther things, their model can explain how “social heritage” can arise through self-confidence, consistent with empirical tudies that show self-confidence to correlate with socio-economic background (see, e.g., Chowdry et al., 2011; Gregg and ashbrook, 2011; Chevalier et al., 2009).”
Educational aspirations among UK Young Teenagers: Exploring the role of gender, class and ethnicity (2016, methodology): “aspirations, expectations and outcomes (Schoon, 2010; Chowdry et al., 2011; Khattab, 2015).”