Knowledge about family and school contributions in academic achievement-The context of schooling and social representations in India
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This paper examines the social representations of knowledge about the family and school contribution in academic achievement in a sample of elementary grade students, parents and teachers. Previous research explored the social representations of educability (Raty & Snellman, 1998), intelligence (Miguel, Valentim, & Carugati, 2010), academic achievement (Sinha & Mishra, 2015), and teachership (Martikainen, 2019) in the school context and showed their multidimensional picture. This research indicates participants’ role and identity matters in their social representations. The polysemic understanding of family and school contribution are discussed.