促进抑或阻碍:家校合作活动与家长学业参与——基于CEPS数据的实证分析

Promoting or Hindering: An Empirical Research of Impacts of Family-school Cooperation Activities on Parents' Engagement Based on CEPS

家校合作是基础教育综合改革的重要举措,学校与家庭之间的合作对学生的学习和成长具有重要影响。基于中国教育追踪调查数据,采用多元线性回归等方法,探究以学校为主导的家校合作的各项活动对家长学业参与的影响,并分析家校合作活动对不同文化资本家长学业参与影响的异质性。研究发现:生活辅导和家长会对家长学业参与存在正向促进作用,在部分维度上,对文化资本较低家长的学业参与影响效应更大;邀请家长观看演出或者参与课外活动对家长学业参与可能存在阻碍作用;书面报告、邀请家长听课或座谈只对文化资本较高的家长学业参与产生显著正向影响。学校应重视文化资本较低家长的需求,优化家校合作的各项活动,以促进家长更好地参与子女的教育。

Family-school cooperation is an important measure in the comprehensive reform of basic education.The cooperation between school and family has an important impact on students'learning and growth.Based on the China Education Panel Survey(CEPS)data,multiple linear regression and other methods were used to explore the influence of various activities of school-led family-school cooperation on parents'academic engagement,and to analyze the heterogeneity of the influence of family-school cooperation activities on parents'academic engagement,who have different cultural capital.The study found that life counseling activities and parent-teacher meeting had a positive effect on parents'academic engagement.In some dimensions,it has a greater impact on their academic engagement,who have lower cultural capital.Inviting parents to watch performances or participate in extracurricular activities may hinder parents'academic engagement.Written reports,inviting parents to classes or lectures had a significant positive effect only on parents with higher cultural capital.In light of the results,schools should pay attention to the needs of parents with low cultural capital and optimize the activities of family-school cooperation to promote parents to better engage in their children's education.