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

Social Economic Status and Study Engagement:The Mediating Effects of Academic Self-efficacy among Junior High School

采用家庭社会经济地位、学业自我效能与学习投入量表,调查了953名初中生,运用结构方程模型探讨了家庭社会经济地位、学业自我效能与学习投入之间的关系。在控制学生性别、年级,以及先前学习成绩的影响后,结果发现:(1)家庭社会经济地位越高,学生对学习的投入就越多;(2)学业自我效能在家庭社会经济地位与学习投入之间起完全中介作用;(3)在家庭社会经济地位的组成成分与学习投入的关系中,家庭收入可以显著预测学习投入,而父母亲职业、父母亲教育水平对学习投入均无直接预测作用,它们是通过家庭收入的中介作用,再经过学业自我效能而影响学习投入。

Socioeconomic status （SES） is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. High SES families afford their children an array of services, goods, parental actions, and social connections that potentially redound to the benefit of children and a concern that many low SES children lack access to those same resources and experiences, thus putting them at risk for developmental problems. It is expected that socioeconomic status is positively related to study engagement. Bandura＇ s social-cognitive theory defines self-efficacy as the ＇ belief in one＇ s capabilities to organize and execute the course of action required to produce given attainments＇. It is expected that academic self-efficacy is positively related to study engagement because self-efficacy leads to a greater willingness to spend additional energy and effort on completing a task or an assignment and hence to more task involvement and absorption. Based on our conceptual model, the research formulated the following two hypotheses： HI： The better the social economic status, the more study engagement. H2： academic self-efficacy would serve as a mediator of the relationship between social economic status and study engagement. In order to examine and investigate the mediating effects of academic self-efficacy on the relationship between social economic status and study engagement, 953 students as subjects from 8 junior high schools in the cities of Nantong and Yaneheng were chosen randomly. SEM results revealed that （1） social economic status have significantly positive direct influence on study engagement; （2） academic self-efficacy is one of the mediating factors between social economic status and study engagement ; （3） The relationship between social economic status and study engagement is in nature through the influence of family income on study engagement, and parental education, occupational status are also through the influence of family income on study engagement. Academic self-efficacy is one of the mediating factors between family income and study engagement.