社会资本与教育获得——基于亲子互动模式的潜在类别分析
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摘要
家庭内部的亲子互动作为社会资本的重要组成部分,可以摆脱家庭背景对子代学业成就强大的约束力。本文使用中国教育追踪调查数据,以多维度亲子互动行为指标测量中国家庭的亲子互动模式。通过潜在类别分析,将呈现多元化特征的亲子互动模式划分为全面互动型、读书运动互动型、文化娱乐互动型和欠缺互动型四种。进一步的研究发现:高社会经济地位家庭更注重与子女进行全面互动;亲子互动对子女学业成绩没有直接效应,而是通过子女的心理状态产生间接效应;亲子互动对子女教育期望则同时具有直接效应和间接效应。结果表明,不同的互动模式对子女的学业成就和教育期望的影响不同,单纯高频率的亲子互动不一定能够提高子女的学业成就和教育期望,更关键的是亲子互动的高频率作用在哪种互动模式之上。
Parent-child interaction within the family,as an important part of social capital,can get rid of the strong binding force of family background on the academic achievements of offspring.This study uses the Chinese Education Panel Survey(CEPS 2014)data to measure the parent-child interaction patterns of Chinese families by multi-dimensional parent-child interaction indicators.By the LCA it finds that the parent-child interaction is diversified and can be divided into four types:comprehensive interaction,reading and sports interaction,cultural and entertainment interaction and lack of interaction.Further researches find that the parents of high socioeconomic status pay more attention to the comprehensive interaction with their children;parent-child interaction has no direct effect on children's academic performance,but has indirect effect through children's psychological state,and has both direct and indirect effects on children's educational expectation.The results show that different parent-child interactions have different effects on children's academic achievements and educational expectations,simply high-frequency parent-child interaction does not necessarily improve children's academic achievements and educational expectations,what is more critical is which interaction mode is affected by the high-frequency parent-child interaction.
Parent-child interaction within the family,as an important part of social capital,can get rid of the strong binding force of family background on the academic achievements of offspring.This study uses the Chinese Education Panel Survey(CEPS 2014)data to measure the parent-child interaction patterns of Chinese families by multi-dimensional parent-child interaction indicators.By the LCA it finds that the parent-child interaction is diversified and can be divided into four types:comprehensive interaction,reading and sports interaction,cultural and entertainment interaction and lack of interaction.Further researches find that the parents of high socioeconomic status pay more attention to the comprehensive interaction with their children;parent-child interaction has no direct effect on children's academic performance,but has indirect effect through children's psychological state,and has both direct and indirect effects on children's educational expectation.The results show that different parent-child interactions have different effects on children's academic achievements and educational expectations,simply high-frequency parent-child interaction does not necessarily improve children's academic achievements and educational expectations,what is more critical is which interaction mode is affected by the high-frequency parent-child interaction.
引文
[1]科尔曼.社会理论的基础[M].邓方,译.北京:社会科学文献出版社,2008.
[2]FIELD J.Social Capital(second edition)[M].London:Routledge,2008.
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[10]王甫勤,时怡雯.家庭背景,教育期望与大学教育获得基于上海市调查数据的实证研究[J].社会,2014(1):175-195.
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[13]杨可.母职的经纪人化---教育市场化背景下的母职变迁[J].妇女研究论丛,2018(2):79-90.
[14]DEARING E,MCCARTNEY K,WEISS H B,et al.The promotive effects of family educational involvement for low-income children’s literacy[J].Journal of School Psychology,2004,42(6):445-460.
[15]李忠路,邱泽奇.家庭背景如何影响儿童学业成就?--义务教育阶段家庭社会经济地位影响差异分析[J].社会学研究,2016(4):121-144.
[16]LEVPUSCEK M P,ZUPANIC M.Math achievement in early adolescence:The role of parental involvement,teachers’behavior,and students’motivational beliefs about math[J].The Journal of Early Adolescence,2009,29(4):541-570.
[17]BEAN R A,BUSH K R,MCKENRY P C,et al.The impact of parental support,behavioral control,and psychological control on the academic achievement and selfesteem of African American and European American adolescents[J].Journal of Adolescent Research,2003,18(5):523-541.
[18]GONIDAE N,CORTINA K S.Parental involvement in homework:Relations with parent and student achievement-related motivational beliefs and achievement[J].British Journal of Educational Psychology,2014,84(3):376-396.
[19]DUMONT H,TRAUTWEIN U,LUDTKE O,et al.Does parental homework involvement mediate the relationship between family background and educational outcomes?[J].Contemporary Educational Psychology,2012,104(1):820-832.
[20]ALTSCHUL I.Parental involvement and the academic achievement of Mexican American youths:What kinds of involvement in youths’education matter most?[J].Social Work Research,2011,35(3):159-170.
[2]FIELD J.Social Capital(second edition)[M].London:Routledge,2008.
[3]COLEMAN J S.Social capital in the creation of human capital[J].American Journal of Sociology,1988(94):95-110.
[4]志水宏吉.「つながり格差」が学力格差を生む[M].東京:亜紀書房,2014.
[5]BOURDIEU P.Theory and Researchfor the Sociology of Education[M].New York:Greenwood Press,1986:241-258.
[6]赵延东,洪岩璧.社会资本与教育获得---网络资源与社会闭合的视角[J].社会学研究,2012(5):47-69.
[7]MARJORIBANKS K,KWOK Y.Family capital and Hong Kong adolescents’academic achievement[J].Psychological Reports,1998,83(1):99-105.
[8]CHEN W B,GREGORY A.Parental involvement as a protective factor during the transition to high school[J].The Journal of Educational Research,2010,103(1):53-62.
[9]YOU S,LIM S A,NO U,DANG M.Multidimensional aspects of parental involvement in Korean adolescents’schooling:A mediating role of general and domain specific self-efficacy[J].Educational Psychology,2016,36(5):916-934.
[10]王甫勤,时怡雯.家庭背景,教育期望与大学教育获得基于上海市调查数据的实证研究[J].社会,2014(1):175-195.
[11]MARTINEZ C R,DEGARMO D S,EDDY J M.Promoting academic success among Latino youths[J].Hispanic Journal of Behavioral Sciences,2004,26(2):128-151.
[12]HO ESTHER S H.Family influences on science learning among Hong Kong adolescents:What we learned from PISA[J].International Journal of Science and Mathematics Education,2010,8(3):409-428.
[13]杨可.母职的经纪人化---教育市场化背景下的母职变迁[J].妇女研究论丛,2018(2):79-90.
[14]DEARING E,MCCARTNEY K,WEISS H B,et al.The promotive effects of family educational involvement for low-income children’s literacy[J].Journal of School Psychology,2004,42(6):445-460.
[15]李忠路,邱泽奇.家庭背景如何影响儿童学业成就?--义务教育阶段家庭社会经济地位影响差异分析[J].社会学研究,2016(4):121-144.
[16]LEVPUSCEK M P,ZUPANIC M.Math achievement in early adolescence:The role of parental involvement,teachers’behavior,and students’motivational beliefs about math[J].The Journal of Early Adolescence,2009,29(4):541-570.
[17]BEAN R A,BUSH K R,MCKENRY P C,et al.The impact of parental support,behavioral control,and psychological control on the academic achievement and selfesteem of African American and European American adolescents[J].Journal of Adolescent Research,2003,18(5):523-541.
[18]GONIDAE N,CORTINA K S.Parental involvement in homework:Relations with parent and student achievement-related motivational beliefs and achievement[J].British Journal of Educational Psychology,2014,84(3):376-396.
[19]DUMONT H,TRAUTWEIN U,LUDTKE O,et al.Does parental homework involvement mediate the relationship between family background and educational outcomes?[J].Contemporary Educational Psychology,2012,104(1):820-832.
[20]ALTSCHUL I.Parental involvement and the academic achievement of Mexican American youths:What kinds of involvement in youths’education matter most?[J].Social Work Research,2011,35(3):159-170.