ISSN 1671-3710
CN 11-4766/R
主办：中国科学院心理研究所
出版：科学出版社

心理科学进展 ›› 2016, Vol. 24 ›› Issue (12): 1844-1853.doi: 10.3724/SP.J.1042.2016.01844 cstr: 32111.14.2016.01844

• 元分析 • 上一篇    下一篇

父母卷入在家庭社会经济地位与学业成就间的中介作用：元分析结构方程模型

邓小平1,2; 罗秀文2; 邬雨臻2   

  1. (1赣南师范大学教育经济研究中心; 2赣南师范大学教育科学学院, 赣州 341000)
  • 收稿日期:2016-07-14 出版日期:2016-12-15 发布日期:2016-12-15
  • 基金资助:

    江西省社会科学规划(15JY54)和江西省教育科学规划课题(14YB076)资助项目, 并得到赣南师范大学招标课题经费资助(14zb15)。

The mediating effect of parental involvement between family socioeconomic status and academic performance: Meta-analysis structural equation modeling

DENG Xiaoping1,2; LUO Xiuwen2; WU Yuzhen2   

  1. (1 The Research Center of Educational Economics, Gannan Normal University, Ganzhou 341000, China) (2 School of Education Science, Gannan Normal University, Ganzhou 341000, China)
  • Received:2016-07-14 Online:2016-12-15 Published:2016-12-15

PDF (PC)

4533

摘要：

以22项实证研究(25个独立样本, 79665个被试)为对象, 综合使用元分析和结构方程模型, 以家庭投资模型和家庭压力模型为理论基础, 探讨了家庭社会经济地位对学业成就的影响及内在机制。结果发现：(1)家庭社会经济地位能显著地正向预测学业成就(r = 0.32); (2)家庭社会经济地位测量方式的调节效应显著; (3)父母卷入在家庭社会经济地位与学业成就间起着部分中介作用; (4)父母卷入的中介效应只存在于小学及以下群体, 在中学群体中介效应不显著。结论, 家庭社会经济地位与学业成就之间存在显著正相关, 在小学和幼儿园阶段时父母卷入在家庭社会经济地位和学业成就间起着部分中介作用。

关键词: 家庭社会经济地位, 父母卷入, 学业成就, 结构方程模型, 元分析

Abstract:

A meta-analysis Structural equation modelling was conducted to investigate the relationship between family socioeconomic status, parental involvement and academic performance of students on the basic of family stress model and family investment model. Analysis of 25 studies (N = 79665) met the criteria for inclusion in the meta-analysis. The result of meta-analysis showed: family socioeconomic status had medium positive correlation to academic performance of students. Moderator analyses revealed that measurement method had significant moderating effects on the relationship between family socioeconomic status and academic performance, and the moderating effects of grade was not significant. Mediation analysis revealed that parental involvement plays partial mediation effect between family socioeconomic status and academic performance. Moreover, partial mediation effect of parental involvement was significant when students were from kindergarten or elementary school. The results suggest that family socioeconomic status is an important influencing factor to academic performance from kindergarten to secondary school. And before secondary school, family socioeconomic status partially affects academic performance by parental involvement.

Key words: family socioeconomic status, academic performance, parental involvement, Structural equation modelling, meta-analysis