重叠影响阈:家校关系对教育期望的影响过程--基于2015年中国教育追踪调查数据的实证分析

The Influence of Family-school Relationship on Educational Expectations under the Theory of Overlapping Spheres of Influence--Based on the 2015’s CEPS Data

家校关系整合了家庭与学校两种情境,并强调两者时刻存在的动态关系。教育期望则是预测个体教育获得直接、有效的变量因素。以重叠影响阈理论作为研究基础,通过对2015年教育追踪数据的分析,从家校互动状况以及认可程度方面探讨了家校关系对教育期望的影响。研究发现家校关系对教育期望有显著性影响,基础教育阶段学生教育期望与父母教育获得之间存在显著关联;配合学校教育的家庭情景中,母亲督促作用强于父亲。进一步以家校关系为自变量维度,考察家长期望的中介效应,呈现出显著的间接影响。最终以数据结论反思重叠影响阈理论,发现我国基础教育阶段主要表现为"家庭-学校"两个层面的教育重叠影响;"应试"制度下家庭教育存在附庸性,会为学校教育"让步",重叠影响阈批判的教育次序问题却反而明显存在,这将对家校关系调整产生深远影响。

Family-school relationship integrates two situations and emphasizes the dynamic interactions. Educational expectation is a direct and effective variable for predicting individual education obtains. Based on Overlapping Spheres of Influence, the 2015 CEPS data are analyzed from the perspective of family-school interaction and recognition. Study found that the relationship between family and school has a significant impact on educational expectations. There is a significant correlation between students’ educational expectation and their parents’ educational attainment at the basic education stage;the family scenario is subject to school, mothers’ role in supervising is stronger than that of fathers. Taking the family-school relationship as the independent variable, intermediary effect of parents’ expectations is examined, which shows a significant indirect effect. Finally, using data results to reflect on the theory of Overlapping Spheres of Influence, we found that the basic education stage in China is mainly manifested as the two dimensional influence in "family-school";family education in the exam-oriented education system will compromise to school education, while the problem of the order in education which Overlapping Spheres criticizes is still obvious, and will influence the family-school relationship.