家庭文化资本对初一学生学业成绩的影响研究——基于学习投入的中介作用分析

The Influence of Family Cultural Capital on the Academic Achievement of Students in the First Grade of Junior High School--Based on the Mediating Function of Learning Engagement

通过探究三种形式家庭文化资本对初一学生学业成绩影响的大小与作用机制,结果发现:体制化资本、客观化资本、身体化资本对学业成绩均有正向预测作用;学习投入在体制化资本与学业成绩之间起部分中介作用,在客观化资本与学业成绩之间、身体化资本与学业成绩之间不起中介作用;体制化资本、客观化资本、身体化资本对学业成绩的影响依次降低,但两两之间的效应量没有显著差异。提高初一学生的学业成绩,父母可充分发挥现有体制化资本和身体化资本对学业成绩的正向影响作用,提高客观化资本占有数量并提升质量,以助推学生学业成绩提高和良好学业成绩的保持等。

Through the exploration into the influence of three forms of family cultural capital on the academic achievement of first grade students of junior middle schools and its mechanism,it is found that the institutionalized capital,the objective capital and the embodied capital all have a positive predictive effect on the academic achievement;learning engagement plays a partial mediating role between the institutionalized capital and the academic achievement,but not between the objective capital and the academic achievement,or between the embodied capital and the academic achievement;the influence of institutionalized capital,objective capital and embodied capital on the academic achievement decreases successively,but there is no significant difference in the effect size between the pairs. To improve the academic achievement of first grade students of junior middle schools,parents should give full play to the positive influence of the existing institutionalized capital and embodied capital on the academic achievement, and improve the quantity and quality of objective capital to boost the academic achievement and maintain a good academic achievement.