家庭背景、影子教育和学生学业成绩——基于Wisconsin模型的经验研究

Family Background,Shadow Education and Student Achievement:Based on Empirical Research of Wisconsin Model

本文基于Wisconsin模型,引入父母和子女自我的教育期望作为影响学生学业成绩和影子教育参与的中介变量,并探讨以往研究是否高估了影子教育对学生学业成绩的影响效应。研究结果表明:父母受教育程度、家庭经济水平、父母教育期望与子女自我教育期望均对学生参与影子教育时间具有显著正向影响;家庭社会经济地位通过父母教育期望和子女自我教育期望中介变量间接影响学生影子教育参与;影子教育部分调节了父母的受教育程度、家庭经济水平等家庭背景变量对学生学业成绩的影响;影子教育参与时间对学生学业成绩的影响呈现先升后降的非线性关系,并且控制父母教育期望和子女自我教育期望之后,影子教育参与时间对学生学业成绩的影响效应下降。本研究验证了Wisconsin模型在影子教育获得过程中的适用性,教育期望尤其是学生自我教育期望是学生学业成绩和影子教育参与的关键中介因素,并且发现已有研究在探讨家庭背景和影子教育对学生学业成绩的影响时,高估了家庭背景和影子教育的影响效应。

According to the viewpoints of Wisconsin Educational Attainment Model,this study brought in parental education expectation and student-self educational expectation as the mediating variables influencing shadow education attendance and student achievement,also intended to explore whether prior studies overestimated the effect size of shadow education. The analysis found that higher parental educational level and socioeconomic status of a family led to higher educational expectation of parents and students,which in turn led to an increase in student attendance time in shadow education,thus educational expectation was a mediated process between family social-economic status and student shadow education attendance. Family socioeconomic status had indirect effect on academic achievement through educational expectation of parents and students,which means educational expectation is the intermediated mechanism. Shadow education attendance mediated the effect size of family socioeconomic status on student achievement,and it had non-linear influence,first ascending and then descending,of student attendance in shadow education on student achievement. The non-linear influence decreased greatly when controlling educational expectation of parents and students. This study showed that Wisconsin Model was also suitable for shadow education attainment,that educational expectation,especially student-self educational expectation was the key variable explaining student achievement. And the prior studies exploring the influence of family background and shadow education on student achievement overestimated the effect size of shadow education.