摘要
本研究考察了家庭社会经济地位与父母教育投资对流动儿童学业成就的影响。数据来自由中国儿童青少年心理发育特征调查项目所建立的中国儿童青少年学业成就数据库。调查样本为4～6年级流动儿童1411名（男859名，女552名）和城市儿童3574名（男1933名，女1641名）。结果发现：（1）家庭收入和父母受教育水平直接预测流动儿童的学业成就，同时通过父母教育期望和家庭学习资源为中介影响流动儿童学业成就，证实了家庭投资理论对我国流动儿童群体的适用性。（2）以城市儿童为对照组进行多群体比较发现，流动家庭和城市家庭在家庭社会经济地位影响儿童学业成就的路径模型上存在差异，流动家庭的父母受教育水平对家庭学习资源的影响效应显著小于城市家庭的，流动家庭的父母教育期望对数学成就的影响效应显著大于城市家庭的，证实了家庭投资理论在亚群体上的差异性，和流动家庭相对于城市家庭对子女学业影响的独特效应。
This study examines the effects of socioeconomic status （SES）, specifically parents＇ education and family income, on migrant children＇s academic achievement and if these relations are mediated by parental investment （such as parental expectation and family learning stimulation）. Data were from 1411 migrant children （859 males, 552 females） and 3574 native urban children （1933 males, 1641 females） in grades 4 to 6 from the National Children＇s Study of China. Using the structural equation modeling （SEM）, the results revealed that both parents＇ education level and family income were directly related to children＇s academic achievement as well as indirectly related via parental expectation and family learning stimulation. The direct effect of family income on math score： β =0.051 （p〈0.05）, the direct effect of parents＇ education on math score： β =0.103 （p〈0.001）. The effect of income on children＇s math scores was mediated through the parental educational expectation （indirect effect estimate： β=0.011,p 〈0.05） and learning stimulation （indirect effect estimate： β=0.023,p 〈β.001）. The effect of parents＇ education on children＇s math scores was mediated through the parental expectation （indirect effect estimate： β =0.021,p 〈0.001） and learning stimulation （indirect effect estimate： β =0.022,p 〈0.001）. These results supported the family investment model theory. The total impact of parents＇ education was stronger than family income. Using multiple group analyses within the SEM framework, results also revealed that the strength of the associations differed significantly between the migrant and the native urban families. Compared with urban children, the magnitude of the effect of parents＇ education on family learning stimulation was smaller for the migrant children than for the native urban children （for migrant children： β =0.225; for the native urban children： β =0.309）; otherwise, the magnitude of the effect of paren
出处
《心理科学》
CSSCI
CSCD
北大核心
2015年第1期19-26,共8页
Journal of Psychological Science
基金
教育部人文社会科学研究青年基金项目(14YJC190026)
中央高校基本科研业务专项资金项目(SKZZX2013093)
国家科技基础性工作专项重点项目(2006FY110400)的资助
