家庭教育和自我教育期望对中小学生学业能力的影响——基于中国家庭追踪调查(CFPS)的实证分析  

The Impacts of Direct Involvement Strategies and Self-Education Expectation on Primary and Middle School Students'Academic Skills—Empirical Analysis Based on the China Family Panel Studies(CFPS)

作　　者：张旖馨 李珍 黄浩岩 ZHANG Yixin;LI Zhen;HUANG Haoyan

机构地区：[1]福建幼儿师范高等专科学校,福州350007 [2]人大附中亦庄新城学校 [3]赫尔辛基大学教育科学学部

出　　处：《教育测量与评价》2024年第3期79-94,共16页Educational Measurement and Evaluation

摘　　要：选用中国家庭追踪调查数据中的833份学生样本为分析对象,探究家庭教育和自我教育期望对中小学生学业能力的影响,以及年龄在这一路径中的调节作用。结果表明:从小学到初中,家庭教育对学生学业能力的预测作用由显著变为不显著,解释率降低,自我教育期望对学生学业能力的预测作用由不显著变为显著,解释率升高;自我教育期望在家庭教育和学业能力关系间发挥中介作用;家庭教育对自我教育期望的影响随着年龄的增长而减弱并趋于不显著。建议家长因龄制宜,在小学阶段多采用指导、监督等直接教育方式,促进子女良好学习习惯养成和学业能力进步;在初中阶段侧重引导自我教育期望及其他积极心理品质的发展,激发子女的学习内驱力。建议教师基于学生的年龄发展特点开展家校合作,如小学教师可完善家校信息并交流共享,提高家校共同指导监督的作用;初中教师则应引导家长对学生的学习自主性和自我教育期望给予支持,激发学生的学习主动性和积极性。A total of 833 students aged 10 to 15 from the China family panel studies(CFPS)were selected as subjects to explore the influence of direct involvement strategies(DIS)and self-education expectation on their academic skills,as well as the mediating and moderating role of age in this path.The results show that:from primary school to middle school,the predictive effect of direct involvement strategies on students'academic skills is gradually not significant,the explanation rate decreases,and the result of selfeducation expectation is opposite;self-education expectation plays a mediating role in the relationship between drect involvement strategies and academic skills;with the increase of age,the influence of direct involvement strategies on self-education expectation decreases,and tends to be less significant.It is suggested that parents should adopt direct education methods such as guidance and supervision in primary school according to their age,so as to promote the formation of good study habits and the progress of academic skills of their children;in the middle school stage,emphasis is placed on guiding the development of self-education expectations and other positive psychological qualities to stimulate children's learning drive.It is suggested that teachers should carry out home-school cooperation based on the characteristics of students'age development,for example,primary school teachers can improve home-school information exchange and sharing,and improve the role of home-school joint guidance and supervision;middle school teachers should guide parents to support their children's autonomy and selfeducation expectation,and stimulate students'learning initiative and enthusiasm.

关 键 词：家庭教育 自我教育期望 学业能力 家校协同育人 

分 类 号：G448[哲学宗教—心理学]