家庭社会经济地位对学习投入的影响:领悟社会支持的中介作用

Social Economic Status and Study Engagement:the Mediating Effects of Perceived Social Support

本文采用家庭社会经济地位、领悟社会支持和学习投入量表对初中生进行调查,分析了家庭社会经济地位对学习投入的影响机制,旨在为促进教育公平提供理论参考。研究发现:家庭社会经济地位与学习投入呈显著的正相关;家庭社会经济地位与领悟社会支持呈显著的正相关;领悟社会支持在家庭社会经济地位与学习投入之间起完全中介作用。基于此,在短时间内很难改变学生家庭社会经济地位的情况下,应构建有效的社会支持系统,提高学生的领悟社会支持水平,学校也应采取多种途径消除低家庭社会经济地位对学生产生的消极影响,提升学生的学习投入水平。

The paper analyzes the relationship between socioeconomic status and perceived social support and the mediating effectsof perceived social support on the relationship between socioeconomic status and study engagement. 468 junior high school studentsare surveyed through the scale of social economic status, the scale of perceived social support, and the scale of study engagement. Theresults indicate that： social economic status is positively correlated with study engagement; social economic status is positivelycorrelated with perceived social support; and perceived social support mediates the relationship between social economic status andstudy engagement. So, when it is difficult to change the situation of students＂ family social economic status in a short period of time,weshould construct effective social support system in order to improve students＂ understanding of social support level; and the schoolshould take various ways to eliminate the negative impact of the low family social economic status on students.