家庭社会经济地位、父母参与对初中生学业成绩的影响:教师支持的调节作用  

Effects of Family Socioeconomic Status and Parental Involvement on Junior Students' Academic Achievements: The Moderating Role of Students' Perception of Teachers' Support

作　　者：乔娜[1] 张景焕[1] 刘桂荣[1] 林崇德[2] 

机构地区：[1]山东师范大学心理学院,济南250014 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2013年第5期507-514,共8页Psychological Development and Education

基　　金：山东省自然科学基金项目(ZR2009DM023);教育部人文社会科学研究规划基金(12YJA190024);教育部哲学社会科学重大攻关项目(11JZD040);山东省科技发展计划项目(2012GGB01189)

摘　　要：以331名初中生为被试,收集学生的家庭社会经济地位、学生感知到的教师支持和父母参与,及学生成绩,以验证父母参与在家庭社会经济地位和学业成绩关系中的中介作用,以及教师支持对父母参与这一中介作用的调节。结果发现:(1)家庭社会经济地位正向预测初中生的学业成绩;(2)在家庭社会经济地位对初中生学业成绩的预测中,父母参与发挥了中介作用;(3)教师情感支持调节了父母参与中介于家庭社会经济地位与初中生学业成绩之间的关系。Based on a sample of 331 junior students, the present study examined the associations among family socioeconomic status, parental involvement, students＇ perception of teachers＇ support and academic achievements. Hierarchical regression analyses were applied to detect the effects of family socioeconomic status on children＇ s academic achievements as well as the moderated mediating role of parental involvement by students＇ perception of teachers ＇ support. Results indicated that family socioeconomic status was a predictor of academic achievements. Parental involvement served to mediate the link between family socioeconomic status and academic achievements. And the perception of teachers＇ support moderated the mediating effect of parental involvement. These findings highlight the importance of examining the role of family socioeconomic status, parental involvement and teachers＇ support in children＇s academic achievements in modern China, and of expanding the existing research by underlying the role of parental involvement and teachers＇ support on children＇s academic achievements.

关 键 词：家庭社会经济地位 父母参与 教师支持 学业成绩 

分 类 号：B844.2[哲学宗教—发展与教育心理学]