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

对于家庭背景与儿童学业成就间的关系,既有研究大多着眼于家庭背景对最终教育获得的影响,但教育获得是一个连续过程,对受教育过程缺少分析,就难以理解家庭背景影响儿童受教育机会的过程性机制。本文通过分析中国家庭追踪调查基线数据(CFPS2010),探讨了家庭背景影响儿童学业成就的路径和机制。本文分析结果表明:(1)家庭通过其社会经济资源为儿童提供有差异的教育机会,进而影响儿童的学业表现;(2)家庭通过家长的教育参与和行为支持,培养儿童的学习态度和学习习惯,从而对其学业成就产生影响。进一步的探讨还发现,家庭背景对儿童学业成就的影响路径和机制具有显著的城乡差别,家庭社会经济地位对城市学生成绩的影响大于对农村学生的影响;相比城市学生而言,农村学生的学业成就更多地依赖于自身的学习行为。本文的研究发现对如何缩小儿童学业成就的阶层差异以及促进教育公平提供了依据。     

中学生感知到的教师支持对学业求助的影响

研究采用问卷法,主要探讨学生感知到的教师支持和学生的学业求助行为间的关系,并通过相关分析和多元回归分析得到了如下结论:感知到的教师的情感支持与初中生的学业求助的三个维度和学业求助总分显著相关,感知到的教师的学习支持与高中生的回避性求助、工具性求助及求助总分相关显著,回归分析表明感知到的教师的支持对初高中学生采取良好的学业求助行为具有积极的影响。     

父母教养方式对儿童参与的影响

儿童参与既是儿童的一项权利,也是儿童感知生活、磨练技能、锻炼意志的有效途径.受学业压力的影响,城市儿童参与社会生活的空间和时间被缩小挤占,此时家庭教育中父母起着重要的作用.研究发现父母教养方式中情感理解维度可以正向预测儿童参与行为和权利意识;儿童参与的权利意识在父母教养方式和儿童参与行为间起中介作用,而教养方式中情感理解维度对儿童参与的权利意识起到激发作用,干涉控制维度则起抑制作用;父母对参与的积极态度同样发挥中介作用,父母支持和乐于社会参与,儿童亦然.因此,父母应重视儿童参与,在日常生活中赋权儿童.     

民办高校俄语专业学习者学业成就归因状况研究

学业成就归因影响学生在学习过程中的情感反应、对将来成功的期望值、学业自我效能葱及学习者后续的学习行为，进而影响学业成就。本文通过对吉林省内1所民办高校俄语专业学习者进行学业成就归因的调查，动用SPSS13．0软件对数据结果进行统计分析，并针对问题提出可供参考的教学建议，以此来指导外语教学。     

学校环境、社会支持与流动儿童的精神健康

本文基于对510名上海市中小学流动儿童的问卷调查考察流动儿童的精神健康状况及其影响因素。本研究发现学校的安全与纪律、歧视与排斥、师生关系和社会支持均显著影响流动儿童的精神健康。论文针对研究结果提出若干政策建议，希望对流动儿童的教育有所助益。     

高中学业不良生学业成就个体心理影响机制研究

运用心理测量法对高中学业不良生学业成就的心理影响机制进行初步研究,得出如下结论1.影响学业不良生学业成就的主要学习策略是元认知策略,主要非智力因素是内源性动机和学习控制性观念.2.学习策略、非智力因素、原有知识三个变量对学业不良生的学业成就分别产生显著的直接效应,其影响程度由大到小依次为原有知识、非智力因素、学习策略.3.非智力因素、原有知识和智力因素分别通过学习策略对学业不良生学业成就产生明显的间接效应;非智力因素还通过原有知识对学业成就产生间接作用.     

残障大学生的教育支持:问题、影响因素及提升策略

随着教育公平理念在高等教育领域的不断深入,高等教育大众化需要多元化的学术体系,越来越多的残障学生有机会进入普通高校接受高层次教育,对残障大学生的教育支持进行研究势在必行。残障大学生教育支持的影响因素包括经济支持、学业支持、就业支持、社会交往和情感支持以及无障碍环境支持。国家应重视残障大学生教育支持的内涵式发展和外延式发展,社会积极发挥残障大学生教育支持的补充作用,学校紧紧围绕"人才培养、科学研究和社会服务"三项基本职能提供支持,社区提供专业化的社会服务和各类支持。     

地方院校大学生社会支持类别差异及影响因素分析

采用社会支持评定量表对3 7 3名地方院校大学生进行问卷调查,结果显示:性别、专业、是否独生子女、父母是否离异和父母受教育程度是社会支持的主要影响因素,并针对社会支持的主要影响因素提出相应的对策。     

试探残疾人远程教育非学术性学习支持服务

学习支持服务是远程教育的两大系统之一,分为学术性和非学术性学习支持服务。非学术性学习支持服务主要给学生提供情感和管理方面的支持服务,本文尝试对非学术性学习支持服务的内涵、理论基础以及特点和功能进行探讨,以期为电大开展学习支持服务提供一定的建议。     

青少年压力源分析及应对策略

随着时代的发展,社会环境也发生了变化,活在当下的青少年们受到时代紧迫感的影响,也越来越感受到压力。他们受到的过度压力主要来源于他们的学习学业压力,来自学校、父母及自身三个方面;其次是复杂的人际关系压力,即他们与老师、同学和父母之间的关系。要缓解青少年的压力,就要对症下药,面对学习学业方面的压力,要从青少年自身、老师、家长三个方面来寻找减压方法,面对人际关系压力则应从学校、老师、家庭三个方面来寻找减压途径,最终使青少年学会正确面对学习学业压力,学会与人交往。     

Parenting Styles: The Impact on Student Achievement

ABSTRACT

Parenting style and its impact on student achievement in a multidimensional society continues to pose significant challenges to clinicians, researchers, educators, and parents alike. This literature review summarizes the research surrounding five domains: (1) parental control; (2) gender and parenting style; (3) parental education; (4) perceptual differences between parents and their children; and (5) ethnicity and diversity. Behavioral control and psychological control were found to be two inherent features of parental style that have a direct affect on student achievement. Adolescents' perceived level of independence when interacting with their parents also seemed to have a direct relationship on their academic achievement. Research concerning children's progress in mathematics as related to parenting style and gender stereotype was also uncovered. Evidence was found to support the notion that parental education can have an indirect impact on children's academic achievement in various cultures. Implications for future research are identified including the need for applied research in learning communities factoring in variables for family structure, expectations, ethnicity, communication, and involvement.     

Cross-National Differences in Academic Achievement: Why the United States Lags behind Other Rich Nations

This article tests the hypothesis that national differences in academic achievement scores of 15-year-olds in 25 developed nations in 2003, 2006, and 2009 can be explained by national differences in national health and family economic security programs, levels of parental education, and national differences in motivation to strive for high levels of academic achievement. We also test for the additional impact, if any, of national differences in educational system characteristics. We then ask what variables account for the low scores of American students on math, science, and reading achievement tests. More highly developed national family health and economic security programs and higher student levels of motivation for academic achievement in other rich countries help explain why scores in the United States are relatively low. Low academic qualifications and prestige for teachers and a lack of national educational goals also differentiate the United States from nations with higher achievement scores.     

Parental Influence and Academic Achievement among Middle School Students: Parent Perspective

This study examined the effects of parental influence on middle school students' academic achievement. The sample included 32 parents of middle school students. The questionnaire measured: parental pressure and support; parental help, monitoring, and press for literacy; and communication. There was a relationship that approached significance between communication and academic achievement: as communication increased, academic achievement increased. There was also a relationship that approached significance between parental help, monitoring, and press for literacy and parents' highest level of education: the higher the level of education of parents, the more involved parents were. The implication for school social workers is discussed.     

Parental Depression in the Context of Divorce and the Impact on Children

The impact of divorce on children has been well documented over the past 30 years. Divorcing parents who are also experiencing clinical depression often have a compromised ability to parent well and to give the children needed support. Children are then impacted both by the divorce itself and the effects of parental depression. They are at higher risk of numerous problems including poorer physical health, deficits in academic performance not attributable to intellectual limitations, poor social functioning, conduct disorder and other disruptive behavior problems, phobias, and other anxiety disorders. Because children of depressed parents are at higher risk for depression themselves, they should be monitored for depressive symptoms. If there are concerns, the child should be assessed by a mental health professional.     

Parental Divorce and Child Mental Health Trajectories

A process‐oriented approach to parental divorce locates the experience within the social and developmental context of children's lives, providing greater insight into how parental divorce produces vulnerability in some children and resiliency in others. The current study involves prospectively tracking a nationally representative sample of Canadian children of ages 4–7 and living with two biological parents at initial interview in 1994 (N = 2,819), and comparing the mental health trajectories of children whose parents remain married with those whose parents divorce by 1998. Results from growth curve models confirm that, even before marital breakup, children whose parents later divorce exhibit higher levels of anxiety/depression and antisocial behavior than children whose parents remain married. There is a further increase in child anxiety/depression but not antisocial behavior associated with the event of parental divorce itself. Controlling for predivorce parental socioeconomic and psychosocial resources fully accounts for poorer child mental health at initial interview among children whose parents later divorce, but does not explain the divorce‐specific increase in anxiety/depression. Finally, a significant interaction between parental divorce and predivorce levels of family dysfunction suggests that child antisocial behavior decreases when marriages in highly dysfunctional families are dissolved.     

Parental Divorce and Children From Diverse Backgrounds: Multidisciplinary Perspectives on Mental Health,Parent–Child Relationships,and Educational Experiences

This article utilizes multidisciplinary perspectives to examine the developmental outcomes of divorce for children from diverse racial and ethnic backgrounds. The authors present a literature review on the outcomes of divorce in terms of mental health, family relationships, and educational achievement for children by focusing on discipline-specific aspects of divorce in sociology, education, and family studies. Furthermore, this study builds on previous literature by examining parental divorce among children with special needs. A discussion of changes in family structure and child outcomes concludes this study with implications for policy and practice to support current population.     

Differential effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status

Parental involvement is a much investigated area of research. Unfortunately, there are many conflicting findings. In some cases, researchers claim parental involvement positively affects academic achievement, while others claim parental involvement negatively affects academic achievement. Finally, a third grouping of studies find parental involvement has no significant relationship to academic achievement. A parallel body of research investigating the forces affecting dropping out has also been developed. Unfortunately, little research has actually attempted to link the various dimensions of parental involvement to dropping out or other at-risk behavioral outcomes, such as truancy (one exception being Astone and McLanahan 1991). Using the concepts of cultural and social capital, I provide a theoretical framework for why there would exist differential effects of parental involvement across cognitive (e.g., science achievement) and behavioral (e.g., truancy and dropping out) outcomes. I further investigate the variable relationships between involvement and each outcome by socioeconomic status. Findings indicate that parental involvement is generally a salient factor in explaining behavioral but not cognitive outcomes, with greatest support for parent-child discussion and involvement in Parent-Teacher organizations. Findings also indicate that specific dimensions of involvement have greater effects for upper SES students. These findings can be considered preliminary support for the contention of Bourdieu (1977) and Lareau (1989) that the greater levels of cultural capital possessed by the members of the upper class magnifies parental involvement’s effect for advantaged students.     

The Varied Impact of Couple Relationship Breakdown on Children: Implications for Practice and Policy

This review of international literature assesses the impacts that the relationship breakdown of parents has on children and factors that can provide support should this occur. The parental separation process causes significant albeit short‐term distress for most children, with a minority reporting longer‐term outcomes such as socio‐economic disadvantage, behavioural problems, poor educational achievement, and physical and emotional health problems. Factors increasing the likelihood of sustained disadvantage include: poverty; poor parent–child relationships; continuing parental conflict, multiple transitions in family formation; and poor maternal mental health. Supporting the factors that can improve child outcomes, exploring opportune ways to strengthen couple and family relationships, and integrating the views of children (for example, in court‐based dispute resolution) are the leading implications for practice and policy.     

Latent Models of Family Processes in African American Families: Relationships to Child Competence,Achievement, and Problem Behavior

This study explored the assessment of family processes for a sample of African American kindergarten children, parents, and teachers involved in the EARLY ALLIANCE prevention trial. Using modified versions of the Family Assessment Measure, the Family Adaptability and Cohesion Evaluation Scales, the Family Beliefs Inventory, and the Deviant Beliefs measure, internal consistency analyses along with exploratory and confirmatory factor analyses provided empirical support for a Cohesion factor (cohesion and communication), a Structure factor (support and organization), a Beliefs factor (on family purpose and child development), and a Deviant Beliefs factor. Regression analyses examined the relationship of these measures of family processes to child social and academic competence, problem behavior, and early reading achievement. Family Structure (support and organization) was consistently related to parent‐ and teacher‐reported competence and behavioral outcomes, providing support for this construct as an important aspect of family process. Family Cohesion and communication, along with Beliefs, were also related to youth competence and behavior. None of the family process variables added a unique contribution to the influence upon achievement for these kindergarten children beyond the role of parental education and income. This work begins to examine specific dimensions of family processes and their relationships to important adaptive and less adaptive child outcomes. Other dimensions may be identified and examined in future research with families of color.     

Mothers' depression and educational attainment and their children's academic trajectories

In this study, we take a dynamic approach to studying the connections among mothers' education, their depression, and their children's academic trajectories during elementary school. Applying latent growth curve modeling to longitudinal data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development (N = 1,012), we find that maternal depression does not mediate the association between mothers' education and children's achievement. Instead, maternal education moderates the association between maternal depression and children's achievement. Specifically, maternal depression only predicted lower achievement for children of women who did not pursue higher education. These results highlight the role of mothers' mental health in the intergenerational linkage between mothers' and children's educational experiences.