Name: Jyoti Kumari
Country: India

Year: 2024
Volume: Volume-9, Issue-2 (July-December)
Page Number: 84-90

ABSTRACT
The present study investigates the psychosocial dimensions of the home environment, encompassing
emotional support, cognitive stimulation, parental involvement, and relational dynamics, and their
influence on academic achievement across diverse economic strata. Grounded in ecological systems
theory and the Family Investment Model, the analysis synthesizes empirical evidence from metaanalyses, longitudinal studies, and cross-sectional surveys to delineate how low socioeconomic status
(SES) households often exhibit constrained psychosocial resources, exacerbating achievement gaps,
while higher SES contexts amplify facilitative effects through enriched learning opportunities. Key
findings indicate that while universal psychosocial factors like parental responsiveness predict
outcomes (r ≈ 0.20–0.30), their potency varies by economic context, with mediation by home learning
environments partially explaining up to 40% of SES disparities. A comparative table of effect sizes
across SES levels is presented, alongside discussions of moderating variables such as cultural norms
and policy interventions. Implications underscore the urgency of targeted psychosocial enrichment
programs to mitigate inequities, fostering equitable academic trajectories in an increasingly stratified
society.
Keywords: Psychosocial dimensions, Home environment, Emotional support, Cognitive stimulation,
Parental involvement, Relational dynamics, Academic achievement, Economic strata, Ecological
systems theory