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中学生家庭社会经济地位与学习成绩的关系：学习自信的中介效应
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Abstract:
目的：探究中学生家庭社会经济地位、学习自信与学习成绩的相互关系。方法：使用TIMSS2019香港地区3265名八年级学生的数据进行研究。结果：1) 中学生的家庭社会经济地位、学习自信与学习成绩之间均存在显著的正向相互关系；2) 中学生家庭社会经济地位能够显著正向预测学习自信和学习成绩，且学习自信能够显著预测学习成绩；3) 学习自信在中学生家庭社会经济地位与学习成绩之间起部分中介作用。结论：家庭社会经济地位对学业成绩作用显著，教育各方应采取多种举措减少上述影响，促进教育公平。
Objective: To explore the relationship between family socioeconomic status, learning confidence and academic performance of middle school students. Methods: TIMSS2019 data of 3265 grade 8 students in Hong Kong were used for this study. Results: 1) There was a significant positive correlation between family socioeconomic status, learning confidence and academic performance of middle school students; 2) Family socioeconomic status of middle school students can significantly positively predict learning confidence and academic performance, and learning confidence can significantly predict academic performance; 3) Learning confidence plays a partially mediating role in the relationship between family socioeconomic status and academic performance. Conclusion: Family socioeconomic status has a significant effect on academic performance, and various measures should be taken to reduce the impact and promote educational equity.
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