教育价值观和逆境信念在家庭经济压力与初中生学业成就之间的作用
The Roles of Educational Values and Chinese Cultural Beliefs about Adversity in the Relationship between Family Financial Strain and Academic Achievement among Middle School Students

大量研究表明，家庭经济压力对青少年学业成就具有显著的不利影响。但是，目前学界对家庭经济压力“怎样”（中介机制）以及“何时”（调节机制）影响青少年学业成就仍知之甚少。本研究在整合贫困文化模型及心理韧性理论的基础上构建一个有调节的中介模型，考察青少年教育价值观（读书是否有用）在家庭经济压力与学业成就之间的中介作用，同时检验中国文化逆境信念对该中介路径的调节作用。采用随机整群抽样，选取四川省9所普通中学1613名初中生（平均年龄13.42岁，SD = 1.22）作为研究对象。被试匿名填写家庭经济压力问卷、教育价值观问卷、中国文化逆境信念量表以及学业成就问卷。结果表明：（1）在控制了性别、年龄等人口学变量后，家庭经济压力显著负向预测学业成就。（2）教育价值观在家庭经济压力与学业成就之间具有部分中介作用。（3）积极逆境信念能缓冲家庭经济压力对教育价值观的消极作用，进而减少对学业成就的不利影响。本研究证实了“读书无用论”是经济困难与学业成就的重要联系机制，并肯定了中国文化逆境信念对经济困难青少年的保护作用。这一内在保护机制的揭示对教育实践有一定的启示。
A large body of research has documented the negative impact of family financial strain on adolescent academic achievement, yet little is known about the mediating mechanism (i.e., how family financial strain impact adolescents' academic achievement?) and moderating mechanism (i.e., when the impact is most or least potent?) underlying this relation. The present study constructed a moderated mediation model based on the integration of cultural model of poverty and resilience theory to examine the mediating role of educational values and the moderating role of Chinese cultural beliefs about adversity in the direct and indirect relationship between family financial strain and academic achievement. A total of 1,613 Chinese middle school students (mean age = 13.42 years, SD = 1.22) from Sichuan Province participated in this study. They anonymously completed questionnaires regarding family financial strain, values of education, Chinese cultural beliefs about adversity, and academic achievement. The results indicated that: (a) after controlling for gender and age, family financial strain was significantly negatively associated with academic achievement; (b) educational values partially mediated the relationship between family financial strain and academic achievement; and (c) Chinese cultural beliefs about adversity buffered the indirect impact of family financial strain on academic achievement through educational values. This study demonstrated the important mediating role of “useless education” in the relationship between family financial strain and academic achievement, and confirmed the protective role of Chinese cultural beliefs about adversity in the indirect relationship between economic strain and academic achievement. Our findings have some important implications for educational practice.