家庭社会经济地位对初中生阅读成绩的影响:双重中介效应

Family Socioeconomic Status and Reading Achievement of Junior High School Students: The Multiple Mediation Effect

基于广州阳光评价项目阅读素养评估数据,通过潜变量结构方程模型和校正偏差的Bootstrap法考察了家庭学习资源和课堂参与在家庭社会经济地位对初中生阅读成绩关系中的中介作用。研究发现:(1)家庭社会经济地位能够正向预测初中生阅读成绩;(2)家庭社会经济地位与初中生阅读成绩的关系受到家庭学习资源与课堂参与的并行双重中介作用,且家庭学习资源与课堂参与两个特定中介机制存在差异,课堂参与的中介效应大于家庭学习资源的中介效应。

This study examined the effects of socioeconomic status（SES） on reading achievement of junior high school students and if these relations were mediated by family learning resources and class participation. Latent Variable Structural Equation Model and the Bias-Corrected Bootstrap method were used based on the Guangzhou Reading Literacy Assessment database. The results revealed that：（1） The SES positively predicted students＇ reading achievement;（2） The relationship between SES and students＇ reading achievement was mediated by family learning resources and class participation, and the two specific mediation mechanisms were different, which indicated mediation effect of class participation was larger. These findings have theoretical and applicative values for improving reading achievement of junior high school students.