家庭背景对学业成绩的影响研究
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摘要
改革开放以来,中国的综合国力快速发展,社会生产力得到巨大解放,人们的生活水平显著提高。但是,经济改革又给人们带来了诸多困惑和诸多社会问题,其中最突出的社会问题就是社会不平等程度的严重恶化。在这种背景下,教育与社会分层和社会流动的关系等问题逐渐成为人们关注的热点。公平是衡量社会文明与进步的重要尺度,教育公平是社会公平的重要尺度。解决这一问题需要对学生的家庭背景与学业成绩的关系进行客观的量化研究,并在此基础上提出具有建设性的解决方案,以促进教育公平的实现。
第一章,绪论。提出研究问题,阐述研究意义,梳理研究文献,介绍研究方法和研究框架,界定相关概念,介绍抽样方法和样本人口学特征。本研究采用实证分析与规范分析相结合的方法；统计分析模型与几何直观模型相结合的方法；描述性统计与推断性统计相结合的方法。本研究采用国际标准统计软件SAS9.2编程实现算法,建立统计模型。
第二章,家庭背景与学业成绩的直接因果关系研究。本章首先采用描述性统计,展现不同家庭背景学生在语文、数学和英语科目上成绩的差异性。然后,采用多层线性模型计算出家庭背景因素在学业成绩差异中所占的比例。第三步,采用logistic回归,计算不同家庭背景学生进入普通高中和重点高中就读的机会差异。研究表明：家长的职业背景与子女学业成绩差异之间存在直接因果关系。家长的学历背景与子女学业成绩差异之间存在直接因果关系；家庭收入与子女学业成绩差异之间存在直接因果关系。家长的职业背景对子女普通高中入学机会有显著性影响。家长的学历背景对子女普通高中入学机会有显著性影响。家庭收入对子女普通高中入学机会有显著性影响。家长的职业背景对子女重点高中入学机会有显著性影响。家长的学历背景对子女重点高中入学机会有显著性影响。家庭收入对子女普通高中入学机会有显著性影响。
第三章,家庭背景与学业成绩的间接因果关系研究。间接因果关系研究的核心是中介因素的研究。根据理论分析和文献研究的结论,本文研究了三个中介因素：
中介因素之一：家庭课外补习。首先,设计了测量家庭课业补习的量表,并对量表进行了信度和效度检验。量表由三个因子构成：课外辅导班因子、家庭教师因子和家长辅导因子。然后采用非参数检验的方法分别考察家庭背景与家庭课业补习三个因子的关系,第三步,采用多元回归分析考察课业补习对学业成绩的影响。课外辅导班因子是家庭背景与学业成绩的中介因素。家庭教师因子是家庭背景与学业成绩的中介因素。家长指导是家庭背景与学业成绩的中介因素。
中介因素之二：物质环境。首先,设计了测量家庭学习物质环境的量表,并对量表进行了信度和效度检验。量表由三个因子构成：课外辅导书因子、工具书因子和电子产品因子。然后采用非参数检验的方法分别考察家庭背景与家庭物质环境三个因子的关系,第三步,采用多元回归分析考察学习物质环境对学业成绩的影响。课外辅导书因子是家庭背景与学业成绩的中介因素。工具书因子是家庭背景与学业成绩的中介因素。电子产品因子是家庭背景与学业成绩的中介因素。
中介因素之三：家长参与。首先,设计了测量家长参与的量表,并对量表进行了信度和效度检验。量表由三个因子构成：学业管理、教育氛围和教育期望。然后采用非参数检验的方法分别考察家庭背景与家长参与三个因子的关系,第三步,采用多元回归分析和典型相关分析考察家长参与对学业成绩的影响。教育氛围因子是家庭背景与学业成绩的中介因素。教育期望因子是家庭背景与学业成绩的中介因素。
第四章,采用SEM的方法,建立家庭背景、家庭教育因素(中介因素)和学业成绩的因果关系模型。家庭背景对学业成绩的直接影响效应小于家庭背景对学业成绩的间接影响效应。在课外辅导、物质环境和家长参与这三个因子中,家长参与对学业成绩的间接影响力最大。这说明学生良好成绩的取得,不仅需要家庭提供优越的学习环境和课外补习,最为重要的是家长能够为学生营造良好的家庭教育氛围,能够为子女提供情感支持,能够对学生在家的学习进行有效的管理。
第五章,结论及政策建议。首先,总结以上实证分析的结论。根据实证分析的结果,提出义务教育结果平等的理念和差别对待的原则,并提出促进教育公平的政策建议。
研究的理论意义：(1)社会分层理论是社会学家所热衷的研究领域,众多学术前辈对社会分层的标准进行了广泛的研究,我国学者根据当代中国的实际情况也提出了分类标准。本研究在分析社会分层的分类标准的基础上,构建当代中国视域下的学生家庭背景的指标体系。(2)西方教育“再生产理论”门派众多,但各执一词,相互批判。虽然各门派都有自己的分析视角和分析工具,但不免偏颇。本文在借鉴西方理论的基础上,结合中国实际,测量家庭背景对学业成绩影响的程度,揭示家庭背景是导致学生学业成绩差异的重要因素；寻求家庭背景导致学业成绩差异的中介因素,建构家庭背景影响学业成绩的作用机制,深化再生产理论内涵。(3)以往教育与社会分层问题的研究主要体现在社会学和经济学两大领域。虽然社会学和经济学凭借各自理论优势和量化方法取得了可喜的成绩,但是两大学科缺乏沟通与合作。本研究打破社会学和经济学的学科界限,综合运用社会学和经济学的分析方法和量化方法,在学科的融合上进行理论探索。
研究的现实意义：(1)对家庭的意义：使家长认识到家庭教育因素对学业成绩的重要作用,为家长采取有利于子女学习的措施提供借鉴。(2)对学校的意义：使学校认识到学生的学习成绩是学校与家庭共同生产的结果,为了提高学生的学业成绩,学校应该更积极关注处境不利学生的学习状况,通过学校的努力缩小因家庭背景导致的学业差异。(3)对政策的意义：政府对学生学业成绩的不平等状况有更加清醒的认识,并通过教育改革、教育立法等形式努力缩小因家庭背景导致的学业差异。
Since implemented the reform and opening polity,China's overall national strength has developed by a big margin, social productivity has got great liberation, and people's living standard has improved significantly.However, the reform has brought a lot of confusion and social problems.The most prominent social problem is the social inequality.In this context, the issues of education and social stratification have become the focus of attention of the people.social justice is an important measure of social civilization and progress.Educational justice is an important measure for social justice.This This dissertation adopts quantitative methods to research the causal relationship of family backgrounds and academic achievements, and puts forward constructive solutions to promote the educational justice.
The first chapter:introduction.This chapter explains the research meaning, introduces the research methods and research framework, defines the key concepts, introduces the methods of sampling and sample demographic characteristics.Methods of this study are a combination of empirical analysis and normative analysis, a combination of statistical analysis methods and geometric model methods,a combination of descriptive statistics and inferential statistics.This study adopts international standard statistical software SAS9.2to build up the statistical models.
The second chapter:study on direct causalities between family backgrounds and academic achievements.In this chapter, descriptive statistics are used firstly to show the differences of the academic achievements among different family backgrounds.Then,this chapter uses hierarchical linear model(HLM)to calculate the ratio of family background factors to the differences of academic achievements.The third step,this study uses logistic regression to calculate the different opportunity to enter high schools and the key high schools of students from different family background.Research results show that:there is a direct causal relationship between occupation backgrounds of parents and academic achievements of children.There is a direct causal relationship between educational backgrounds of parents and academic achievements of children.there is a direct causal relationship between family incomes and children's academic achievement.Parental occupational backgrounds have significant effects on the opportunities to enter ordinary high schools. Parental educational backgrounds have significants on opportunities to enter ordinary high schools.Family incomes have significant effects on opportunities to enter ordinary high schools. Parental occupational backgrounds have significant effects on the opportunities to enter key high schools. Parental educational backgrounds have significants on opportunities to enter key high schools.Family incomes have significant effects on opportunities to enter key high schools.
The third chapter:study on indirect causalities between family backgrounds and academic achievements. The core of indirect causality research is to find out intermediary factors. According to the conclusions of theoretical analysis and literature research,this paper studies the three mediating factors:
The first intermediary factor:family private tutoring.First of all, a scale is designed to measure the family private tutoring. Scale is composed of three factors:extra classes factor,tutors factor and parental guidance factor.Then,using nonparametric test,the causal relationship of family background and the factors of family private tutoring is studied. The third step is to analysis the effects of the family private tutoring on academic achievements using multiple regression.Extra classes factor is the intermediary factor of family backgrounds and academic achievements. Tutors factor is the intermediary factor of family backgrounds and academic achievements. Parental guidance factor is the intermediary factor of family backgrounds and academic achievements.
The second intermediary factonthe physical environment. First of all,a scale is designed to measure the family physical environment. Scale is composed of three factors:the curricular books factor,reference books factor and electronic products factor.Then,using nonparametric test,the causal relationship of family background and the factors of family physical environment is studied. The third step is to analysis the effects of the family physical environment on academic achievements using multiple regression.The curricular books factor is the intermediary factor of family backgrounds and academic achievements. The reference books factor is the intermediary factor of family backgrounds and academic achievements. The electronic products factor is the intermediary factor of family backgrounds and academic achievements.
The third intermediary factor:parental involvement.First of all,a scale is designed to measure parental involvement. Scale is composed of three factors:academic management factor,educational atmosphere factor and educational expectation factor.Then,using nonparametric test,the causal relationship of family background and the factors of parental involvement is studied. The third step is to analysis the effects of the family parental involvement on academic achievements using multiple regression. The educational atmosphere factor is the intermediary factor of family backgrounds and academic achievements. The educational expectation factor is the intermediary factor of family backgrounds and academic achievements.
The fourth chapter:use the SEM to build up the causality model of family backgrounds,family education factors(intermediary factors)and academic achievements. The direct impact indicator of family backgrounds on academic achievements is smaller than the indirect impact indicator of family background on the academic achievements.The impact indicator of parental involvement factor is bigger than the impact indicators of physical environment factor and private tutoring factor.The results show that in order to get academic success,parents should create a good family education environment for the students, provide emotional support to children,rather than only support superior learning environment and family private tutoring.
The fifth chapter,the conclusion and the policy suggestion. Firstly,analysis and summary of the above empirical conclusion. According to the results of empirical analysis, Dissertation puts forward policy suggestions.Finally,summarize the lack of the research and the prospect of future research.
The theoretical significance of the research:(1)the theories of social stratification is a hot research field for sociologists.Many academic predecessors put forward the views for social stratification standard.scholars in our country also put forward the classification standards according to the actual situation in contemporary China.Based on the analysis of the classification standards, this dissertation constructs the index system of the family backgrounds from the educational point of view in contemporary China.(2)There are many different scholars in the western educational reproduction theory field. Because different scholars have different theoretical basis and different analysis tools,these scholars debate with each other.This dissertation combines the western theories and the China's reality to measure the effects of family backgrounds on academic achievements,reveal the family backgrounds are important factors on student academic achievements,seek intermediary factors of family backgrounds on academic achievements,investigate action mechanism of family backgrounds on academic achievements,deepen the connotation of reproduction theory.(3)In previous studies for education and social stratification, there are two major areas in economy and sociology. The sociology and economy have their different theoretical advantages and different methods, and make gratifying achievements in different fields.But sociology and economy lack communication and cooperation.This dissertation breaks the boundaries of sociology and economy,adopts analysis methods and quantitative methods of sociology and economy together, explore the discipline integration between educational sociology and educational economy.
The practical significance of the research:(1) the study meaning for families:the parents may realize the importance of family education,realize the intermediary factors on academic achievements to help children improve academic performances.(2)The study meaning for schools:the teachers may realize achievements are the joint production results of the school and the family.In order to improve the academic performance of students, teaches should concern about the family educational factors of the disadvantaged students.The schools should narrow the gaps of students' academic achievements from different family backgrounds.(3)The study meaning for government:the government should have more sober understanding of achievement inequality from different family backgrounds,and reduce the academic differences from different family backgrounds through the education reform and education legislation.
第一章,绪论。提出研究问题,阐述研究意义,梳理研究文献,介绍研究方法和研究框架,界定相关概念,介绍抽样方法和样本人口学特征。本研究采用实证分析与规范分析相结合的方法；统计分析模型与几何直观模型相结合的方法；描述性统计与推断性统计相结合的方法。本研究采用国际标准统计软件SAS9.2编程实现算法,建立统计模型。
第二章,家庭背景与学业成绩的直接因果关系研究。本章首先采用描述性统计,展现不同家庭背景学生在语文、数学和英语科目上成绩的差异性。然后,采用多层线性模型计算出家庭背景因素在学业成绩差异中所占的比例。第三步,采用logistic回归,计算不同家庭背景学生进入普通高中和重点高中就读的机会差异。研究表明：家长的职业背景与子女学业成绩差异之间存在直接因果关系。家长的学历背景与子女学业成绩差异之间存在直接因果关系；家庭收入与子女学业成绩差异之间存在直接因果关系。家长的职业背景对子女普通高中入学机会有显著性影响。家长的学历背景对子女普通高中入学机会有显著性影响。家庭收入对子女普通高中入学机会有显著性影响。家长的职业背景对子女重点高中入学机会有显著性影响。家长的学历背景对子女重点高中入学机会有显著性影响。家庭收入对子女普通高中入学机会有显著性影响。
第三章,家庭背景与学业成绩的间接因果关系研究。间接因果关系研究的核心是中介因素的研究。根据理论分析和文献研究的结论,本文研究了三个中介因素：
中介因素之一：家庭课外补习。首先,设计了测量家庭课业补习的量表,并对量表进行了信度和效度检验。量表由三个因子构成：课外辅导班因子、家庭教师因子和家长辅导因子。然后采用非参数检验的方法分别考察家庭背景与家庭课业补习三个因子的关系,第三步,采用多元回归分析考察课业补习对学业成绩的影响。课外辅导班因子是家庭背景与学业成绩的中介因素。家庭教师因子是家庭背景与学业成绩的中介因素。家长指导是家庭背景与学业成绩的中介因素。
中介因素之二：物质环境。首先,设计了测量家庭学习物质环境的量表,并对量表进行了信度和效度检验。量表由三个因子构成：课外辅导书因子、工具书因子和电子产品因子。然后采用非参数检验的方法分别考察家庭背景与家庭物质环境三个因子的关系,第三步,采用多元回归分析考察学习物质环境对学业成绩的影响。课外辅导书因子是家庭背景与学业成绩的中介因素。工具书因子是家庭背景与学业成绩的中介因素。电子产品因子是家庭背景与学业成绩的中介因素。
中介因素之三：家长参与。首先,设计了测量家长参与的量表,并对量表进行了信度和效度检验。量表由三个因子构成：学业管理、教育氛围和教育期望。然后采用非参数检验的方法分别考察家庭背景与家长参与三个因子的关系,第三步,采用多元回归分析和典型相关分析考察家长参与对学业成绩的影响。教育氛围因子是家庭背景与学业成绩的中介因素。教育期望因子是家庭背景与学业成绩的中介因素。
第四章,采用SEM的方法,建立家庭背景、家庭教育因素(中介因素)和学业成绩的因果关系模型。家庭背景对学业成绩的直接影响效应小于家庭背景对学业成绩的间接影响效应。在课外辅导、物质环境和家长参与这三个因子中,家长参与对学业成绩的间接影响力最大。这说明学生良好成绩的取得,不仅需要家庭提供优越的学习环境和课外补习,最为重要的是家长能够为学生营造良好的家庭教育氛围,能够为子女提供情感支持,能够对学生在家的学习进行有效的管理。
第五章,结论及政策建议。首先,总结以上实证分析的结论。根据实证分析的结果,提出义务教育结果平等的理念和差别对待的原则,并提出促进教育公平的政策建议。
研究的理论意义：(1)社会分层理论是社会学家所热衷的研究领域,众多学术前辈对社会分层的标准进行了广泛的研究,我国学者根据当代中国的实际情况也提出了分类标准。本研究在分析社会分层的分类标准的基础上,构建当代中国视域下的学生家庭背景的指标体系。(2)西方教育“再生产理论”门派众多,但各执一词,相互批判。虽然各门派都有自己的分析视角和分析工具,但不免偏颇。本文在借鉴西方理论的基础上,结合中国实际,测量家庭背景对学业成绩影响的程度,揭示家庭背景是导致学生学业成绩差异的重要因素；寻求家庭背景导致学业成绩差异的中介因素,建构家庭背景影响学业成绩的作用机制,深化再生产理论内涵。(3)以往教育与社会分层问题的研究主要体现在社会学和经济学两大领域。虽然社会学和经济学凭借各自理论优势和量化方法取得了可喜的成绩,但是两大学科缺乏沟通与合作。本研究打破社会学和经济学的学科界限,综合运用社会学和经济学的分析方法和量化方法,在学科的融合上进行理论探索。
研究的现实意义：(1)对家庭的意义：使家长认识到家庭教育因素对学业成绩的重要作用,为家长采取有利于子女学习的措施提供借鉴。(2)对学校的意义：使学校认识到学生的学习成绩是学校与家庭共同生产的结果,为了提高学生的学业成绩,学校应该更积极关注处境不利学生的学习状况,通过学校的努力缩小因家庭背景导致的学业差异。(3)对政策的意义：政府对学生学业成绩的不平等状况有更加清醒的认识,并通过教育改革、教育立法等形式努力缩小因家庭背景导致的学业差异。
Since implemented the reform and opening polity,China's overall national strength has developed by a big margin, social productivity has got great liberation, and people's living standard has improved significantly.However, the reform has brought a lot of confusion and social problems.The most prominent social problem is the social inequality.In this context, the issues of education and social stratification have become the focus of attention of the people.social justice is an important measure of social civilization and progress.Educational justice is an important measure for social justice.This This dissertation adopts quantitative methods to research the causal relationship of family backgrounds and academic achievements, and puts forward constructive solutions to promote the educational justice.
The first chapter:introduction.This chapter explains the research meaning, introduces the research methods and research framework, defines the key concepts, introduces the methods of sampling and sample demographic characteristics.Methods of this study are a combination of empirical analysis and normative analysis, a combination of statistical analysis methods and geometric model methods,a combination of descriptive statistics and inferential statistics.This study adopts international standard statistical software SAS9.2to build up the statistical models.
The second chapter:study on direct causalities between family backgrounds and academic achievements.In this chapter, descriptive statistics are used firstly to show the differences of the academic achievements among different family backgrounds.Then,this chapter uses hierarchical linear model(HLM)to calculate the ratio of family background factors to the differences of academic achievements.The third step,this study uses logistic regression to calculate the different opportunity to enter high schools and the key high schools of students from different family background.Research results show that:there is a direct causal relationship between occupation backgrounds of parents and academic achievements of children.There is a direct causal relationship between educational backgrounds of parents and academic achievements of children.there is a direct causal relationship between family incomes and children's academic achievement.Parental occupational backgrounds have significant effects on the opportunities to enter ordinary high schools. Parental educational backgrounds have significants on opportunities to enter ordinary high schools.Family incomes have significant effects on opportunities to enter ordinary high schools. Parental occupational backgrounds have significant effects on the opportunities to enter key high schools. Parental educational backgrounds have significants on opportunities to enter key high schools.Family incomes have significant effects on opportunities to enter key high schools.
The third chapter:study on indirect causalities between family backgrounds and academic achievements. The core of indirect causality research is to find out intermediary factors. According to the conclusions of theoretical analysis and literature research,this paper studies the three mediating factors:
The first intermediary factor:family private tutoring.First of all, a scale is designed to measure the family private tutoring. Scale is composed of three factors:extra classes factor,tutors factor and parental guidance factor.Then,using nonparametric test,the causal relationship of family background and the factors of family private tutoring is studied. The third step is to analysis the effects of the family private tutoring on academic achievements using multiple regression.Extra classes factor is the intermediary factor of family backgrounds and academic achievements. Tutors factor is the intermediary factor of family backgrounds and academic achievements. Parental guidance factor is the intermediary factor of family backgrounds and academic achievements.
The second intermediary factonthe physical environment. First of all,a scale is designed to measure the family physical environment. Scale is composed of three factors:the curricular books factor,reference books factor and electronic products factor.Then,using nonparametric test,the causal relationship of family background and the factors of family physical environment is studied. The third step is to analysis the effects of the family physical environment on academic achievements using multiple regression.The curricular books factor is the intermediary factor of family backgrounds and academic achievements. The reference books factor is the intermediary factor of family backgrounds and academic achievements. The electronic products factor is the intermediary factor of family backgrounds and academic achievements.
The third intermediary factor:parental involvement.First of all,a scale is designed to measure parental involvement. Scale is composed of three factors:academic management factor,educational atmosphere factor and educational expectation factor.Then,using nonparametric test,the causal relationship of family background and the factors of parental involvement is studied. The third step is to analysis the effects of the family parental involvement on academic achievements using multiple regression. The educational atmosphere factor is the intermediary factor of family backgrounds and academic achievements. The educational expectation factor is the intermediary factor of family backgrounds and academic achievements.
The fourth chapter:use the SEM to build up the causality model of family backgrounds,family education factors(intermediary factors)and academic achievements. The direct impact indicator of family backgrounds on academic achievements is smaller than the indirect impact indicator of family background on the academic achievements.The impact indicator of parental involvement factor is bigger than the impact indicators of physical environment factor and private tutoring factor.The results show that in order to get academic success,parents should create a good family education environment for the students, provide emotional support to children,rather than only support superior learning environment and family private tutoring.
The fifth chapter,the conclusion and the policy suggestion. Firstly,analysis and summary of the above empirical conclusion. According to the results of empirical analysis, Dissertation puts forward policy suggestions.Finally,summarize the lack of the research and the prospect of future research.
The theoretical significance of the research:(1)the theories of social stratification is a hot research field for sociologists.Many academic predecessors put forward the views for social stratification standard.scholars in our country also put forward the classification standards according to the actual situation in contemporary China.Based on the analysis of the classification standards, this dissertation constructs the index system of the family backgrounds from the educational point of view in contemporary China.(2)There are many different scholars in the western educational reproduction theory field. Because different scholars have different theoretical basis and different analysis tools,these scholars debate with each other.This dissertation combines the western theories and the China's reality to measure the effects of family backgrounds on academic achievements,reveal the family backgrounds are important factors on student academic achievements,seek intermediary factors of family backgrounds on academic achievements,investigate action mechanism of family backgrounds on academic achievements,deepen the connotation of reproduction theory.(3)In previous studies for education and social stratification, there are two major areas in economy and sociology. The sociology and economy have their different theoretical advantages and different methods, and make gratifying achievements in different fields.But sociology and economy lack communication and cooperation.This dissertation breaks the boundaries of sociology and economy,adopts analysis methods and quantitative methods of sociology and economy together, explore the discipline integration between educational sociology and educational economy.
The practical significance of the research:(1) the study meaning for families:the parents may realize the importance of family education,realize the intermediary factors on academic achievements to help children improve academic performances.(2)The study meaning for schools:the teachers may realize achievements are the joint production results of the school and the family.In order to improve the academic performance of students, teaches should concern about the family educational factors of the disadvantaged students.The schools should narrow the gaps of students' academic achievements from different family backgrounds.(3)The study meaning for government:the government should have more sober understanding of achievement inequality from different family backgrounds,and reduce the academic differences from different family backgrounds through the education reform and education legislation.
引文
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