家庭背景、影子教育和学生学业成绩——基于Wisconsin模型的经验研究

发布时间：2018-06-15 15:18

本文选题：家庭背景 + 影子教育　；参考：《教育经济评论》2016年01期

【摘要】：本文基于Wisconsin模型,引入父母和子女自我的教育期望作为影响学生学业成绩和影子教育参与的中介变量,并探讨以往研究是否高估了影子教育对学生学业成绩的影响效应。研究结果表明:父母受教育程度、家庭经济水平、父母教育期望与子女自我教育期望均对学生参与影子教育时间具有显著正向影响;家庭社会经济地位通过父母教育期望和子女自我教育期望中介变量间接影响学生影子教育参与;影子教育部分调节了父母的受教育程度、家庭经济水平等家庭背景变量对学生学业成绩的影响;影子教育参与时间对学生学业成绩的影响呈现先升后降的非线性关系,并且控制父母教育期望和子女自我教育期望之后,影子教育参与时间对学生学业成绩的影响效应下降。本研究验证了Wisconsin模型在影子教育获得过程中的适用性,教育期望尤其是学生自我教育期望是学生学业成绩和影子教育参与的关键中介因素,并且发现已有研究在探讨家庭背景和影子教育对学生学业成绩的影响时,高估了家庭背景和影子教育的影响效应。
[Abstract]:Based on Wisconsin model, this paper introduces the self-education expectation of parents and children as an intermediary variable to influence students' academic achievement and shadow education participation, and discusses whether the influence of shadow education on students' academic achievement is overestimated by previous studies. The results show that: parents' education level, family economic level, parents' educational expectation and children's self-education expectation all have significant positive effects on students' participation in shadow education; The social and economic status of the family indirectly influences the participation of students' shadow education through the intermediary variables of parents' educational expectation and children's self-education expectation, and the shadow education partly regulates the parents' educational level. The influence of family background variables such as family economic level on students' academic achievement, the influence of shadow education participation time on students' academic achievement showed a nonlinear relationship of first rising and then descending, and after controlling the parents' educational expectation and the children's self-education expectation. The effect of shadow education participation time on students' academic achievement decreased. This study verifies the applicability of Wisconsin model in the process of obtaining shadow education. Educational expectations, especially students' self-education expectations, are the key mediating factors for students' academic achievement and shadow education participation. It is also found that the influence of family background and shadow education on students' academic achievement has been overestimated.
【作者单位】：香港中文大学教育学院教育行政与政策学系;北京师范大学教育学部/首都教育经济研究院;北京师范大学教育学部;
【基金】：国家自然科学基金面上项目“直面影子教育系统:我国义务教育课外补习研究”(71373165) 北京师范大学“2011计划”项目“影响学生发展的相关因素测评工具与诊断分析”(370331321)
【分类号】：G40-05

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