|
|
家庭社会经济地位与初中生学业成绩的关系：学业自我效能感的中介作用
|
Abstract:
目的：研究家庭社会经济地位与学业成绩的关系。方法：采用方便取样浙江省、河北省某中学初中生1055名，使用家庭社会经济地位问卷、学业自我效能感量表对被试进行问卷调查，使用SPSS26.0和插件宏PROCESS3.2进行数据分析并检验学业自我效能感在家庭社会经济地位与学业成绩之间的中介作用。结果：家庭社会经济地位、学业自我效能感与学业成绩之间存在显著相关(p < 0.05)；家庭社会经济地位和学业自我效能感能够分别显著预测中学生学业成绩，学业自我效能感在家庭社会经济地位与学业成绩之间的中介作用显著。
Objective: To study the relationship between family socioeconomic status and academic performance. Methods: A total of 1055 junior high school students from middle schools in Zhejiang Province and Hebei Province were conveniently sampled. The subjects were surveyed using the Family Socioeconomic Status Questionnaire and the Academic Self-Efficacy Scale. Data analysis was conducted using SPSS26.0 and the plugin macro PROCESS3.2 to test the mediating role of academic self-efficacy between family socioeconomic status and academic performance. Results: There were significant correlations among family socioeconomic status, academic self-efficacy, and academic performance (p < 0.05). Family socioeconomic status and academic self-efficacy could significantly predict the academic performance of middle school students respectively, and the mediating role of academic self-efficacy between family socioeconomic status and academic performance was significant.
| [1] | 常淑敏, 宋育珊, 魏亦峰(2017). 外部发展资源与青少年早期幸福感的关系:内部发展资源和意向性自我调节的多重中介作用. 中国特殊教育, (5), 49-55. |
| [2] | 陈浩彬, 刘洁(2018). 家庭社会经济地位与青少年智慧的关系: 积极教养方式和开放性人格的中介作用. 心理发展与教育, 34(5), 558-566. |
| [3] | 付双双(2024). 家庭社会经济地位对初中生学业成绩的影响: 父母教育期望与亲子关系的中介作用. 教育测量与评价(6), 97-109. |
| [4] | 梁宇颂(2004). 大学生学业自我效能感与心理健康的相关性研究. 中国临床康复, (24), 4962-4963. |
| [5] | 庞维国, 徐晓波, 林立甲, 任友群(2013). 家庭社会经济地位与中学生学业成绩的关系研究. 全球教育展望, 42(2), 12-21. |
| [6] | 石雷山, 陈英敏, 侯秀, 高峰强(2013). 家庭社会经济地位与学习投入的关系: 学业自我效能的中介作用. 心理发展与教育, 29(1), 71-78. |
| [7] | 温忠麟, 张雷, 侯杰泰, 刘红云(2004). 中介效应检验程序及其应用. 心理学报, 36(5), 614-620. |
| [8] | Bandura, A. (1978). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Advances in Behaviour Research and Therapy, 1, 139-161. https://doi.org/10.1016/0146-6402(78)90002-4 |
| [9] | Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of Socioeconomic Status, Parent–child Relationship, and Learning Motivation on Reading Ability. Frontiers in Psychology, 9, Article 1297. https://doi.org/10.3389/fpsyg.2018.01297 |
| [10] | Fransoo, R., Ward, T., Wilson, E., & Brownell, M. (2005). The Whole Truth: Socioeconomic Status and Educational Outcomes. Education Canada. |
| [11] | Lawson, G. M., & Farah, M. J. (2017). Executive Function as a Mediator between SES and Academic Achievement Throughout Childhood. International Journal of Behavioral Development, 41, 94-104. https://doi.org/10.1177/0165025415603489 |
| [12] | Pajares, F., & Miller, M. D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86, 193-203. https://doi.org/10.1037/0022-0663.86.2.193 |
| [13] | Park, H., Byun, S., & Kim, K. (2011). Parental Involvement and Students’ Cognitive Outcomes in Korea: Focusing on Private Tutoring. Sociology of Education, 84, 3-22. https://doi.org/10.1177/0038040710392719 |
| [14] | Podsakoff, P. M., MacKenzie, S. B., Lee, J., & Podsakoff, N. P. (2003). Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies. Journal of Applied Psychology, 88, 879-903. https://doi.org/10.1037/0021-9010.88.5.879 |
| [15] | Schmid, K. L., Phelps, E., Kiely, M. K., Napolitano, C. M., Boyd, M. J., & Lerner, R. M. (2011). The Role of Adolescents’ Hopeful Futures in Predicting Positive and Negative Developmental Trajectories: Findings from the 4-H Study of Positive Youth Development. The Journal of Positive Psychology, 6, 45-56. https://doi.org/10.1080/17439760.2010.536777 |
| [16] | Tucker‐Drob, E. M., & Harden, K. P. (2012). Intellectual Interest Mediates Gene × Socioeconomic Status Interaction on Adolescent Academic Achievement. Child Development, 83, 743-757. https://doi.org/10.1111/j.1467-8624.2011.01721.x |
