發(fā)布時間：2018-01-10 15:39

  本文關(guān)鍵詞：家庭社會經(jīng)濟地位（SES）對學(xué)業(yè)成績的影響　出處：《石河子大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 家庭社會經(jīng)濟地位 學(xué)業(yè)成績 影響機制

【摘要】：學(xué)生的學(xué)業(yè)成績受到多方面的影響,有個人的、家庭的、學(xué)校的以及社會的因素。家庭作為子女接觸最早、最重要的地方,是子女成長的第一環(huán)境,對學(xué)生獨特個性的形成,良好學(xué)習習慣的養(yǎng)成起到了非常重要作用。因此,家庭社會經(jīng)濟地位對學(xué)生學(xué)業(yè)成績的影響一直備受關(guān)注。本研究選擇了新疆喀什市澤普縣作為基礎(chǔ)調(diào)研地點,選取了一定數(shù)量的初中生和高中生作為研究對象,我們開展了家庭社會經(jīng)濟地位對學(xué)生學(xué)業(yè)成績影響的調(diào)查研究。研究方法主要采用問卷調(diào)查法和必要的人物訪談,結(jié)合相關(guān)文獻分析,定性研究與量化研究相結(jié)合。調(diào)查的結(jié)果資料先運用定性研究方法處理,結(jié)合文獻研究,構(gòu)建本研究的理論框架,繼而采用量化研究進行綜合分析。通過相關(guān)性分析、交叉分析、回歸分析等方法對大規(guī)模數(shù)據(jù)進行處理,分析不同的家庭背景變量對子女學(xué)業(yè)成績的影響。利用回歸模型呈現(xiàn)家庭背景變量對子代學(xué)業(yè)成績的貢獻量,進而科學(xué)合理地評估調(diào)研地區(qū)的教育水平。在“一費制”和精準扶貧的大背景下,深層剖析家庭社會經(jīng)濟地位對學(xué)業(yè)成績的影響,有助于消弭存在于當?shù)亟逃械母鞣N不平等和不均衡現(xiàn)象,最終實現(xiàn)教育公平。研究結(jié)果顯示,家庭社會經(jīng)濟地位對學(xué)生學(xué)業(yè)成績的影響呈現(xiàn)出顯著性正相關(guān),在城鄉(xiāng)對比中發(fā)現(xiàn)家庭背景變量對學(xué)業(yè)成績的貢獻量存在差異。第一,父母的文化水平對子女學(xué)業(yè)成績存在正相關(guān)父母的文化水平越高,子女的學(xué)業(yè)成績越好。同時父母的文化水平還影響到父母對子女的受教育期望,文化水平高的家長對子女的受教育期望較高。文化水平高的父母會選擇一致化語言方式同子女交流,能夠提升子女在學(xué)校的表現(xiàn),從而促進子女的學(xué)業(yè)成績。第二,父母的職業(yè)聲望和階層背景是影響子女學(xué)業(yè)成績的重要因素父母的職業(yè)聲望越高,子女的學(xué)業(yè)成績越好,尤其是精密型技術(shù)行業(yè)從事者的子女學(xué)業(yè)成績更好。父母的職業(yè)聲望還決定了家庭教養(yǎng)方式,輕松愉悅的家庭氛圍和親密的親子關(guān)系有助于子女取得好的學(xué)業(yè)成績。第三,家庭經(jīng)濟收入對子女學(xué)業(yè)成績的影響程度較低數(shù)據(jù)分析未發(fā)現(xiàn)家庭經(jīng)濟收入與學(xué)業(yè)成績呈現(xiàn)相關(guān)性,然而家庭居住地與子女的學(xué)業(yè)成績呈現(xiàn)相關(guān)性。原因是該地處于經(jīng)濟欠發(fā)達地區(qū),居民收入水平普遍較低,“一費制”的教育政策削弱了家庭經(jīng)濟收入對學(xué)業(yè)成績的影響,另一方面來講,單憑調(diào)查問卷也許無法客觀的呈現(xiàn)出一個家庭真正的經(jīng)濟收入。第四,家庭社會經(jīng)濟地位中微觀因素也是影響學(xué)業(yè)成績的重要變量家庭社會經(jīng)濟地位中微觀因素對學(xué)生的學(xué)業(yè)成績影響顯著,同時,學(xué)生的學(xué)業(yè)水平在城鄉(xiāng)和階層背景上存在差異。就家庭結(jié)構(gòu)來說,三口之家的孩子學(xué)業(yè)成績最高;家庭原始資源積累越豐富,學(xué)生的學(xué)業(yè)成績越高。城鄉(xiāng)之間的對比分析得知,城市學(xué)生的學(xué)業(yè)水平明顯好于農(nóng)村,在城市地區(qū)家庭的經(jīng)濟資源可以為子女提供更多的受教育機會,可以將經(jīng)濟資源轉(zhuǎn)化為好的教育條件。對如何促進調(diào)研地區(qū)學(xué)業(yè)成績的思考:第一,均衡城鄉(xiāng)地區(qū)的教育資源。充足的經(jīng)費供給是保障良好教育的基礎(chǔ),城鄉(xiāng)教育經(jīng)費投入失衡、農(nóng)村教育經(jīng)費短缺導(dǎo)致農(nóng)村教學(xué)質(zhì)量低下,這是歷史遺留已久的問題。調(diào)研地區(qū)教育發(fā)展中經(jīng)費投入總量不足、經(jīng)費投入結(jié)構(gòu)不合理、城鄉(xiāng)投入差距過大,因此,利用教育精準扶貧的契機,建立向貧困地區(qū)學(xué)校優(yōu)先撥款制度來進行扶助,將財政經(jīng)費向貧困地區(qū)學(xué)校傾斜以縮小城鄉(xiāng)差距,從而改善貧困地區(qū)的辦學(xué)水平,教育硬件設(shè)施,優(yōu)秀的師資隊伍等。第二,有利的政策調(diào)節(jié)促進受教育機會均等。階層背景對子代教育的影響是不公平的身份復(fù)制,但每一個個體都無法脫離家庭因素的影響。因此,國家和政府應(yīng)采取有效的措施均衡地區(qū)間存在的差距,保障貧困群體子女的受教育權(quán)利。第三,社會穩(wěn)定是教育發(fā)展的前提。教育是整個社會的一個巨大的“制衡器”,它可以消減社會不平等,促進良性社會結(jié)構(gòu)的完善和鞏固。然而,只有在穩(wěn)定的社會環(huán)境下,教育才能發(fā)揮它自身的作用。
[Abstract]:The academic performance of students is affected by many factors, there are individual, family, school and social factors. The family as a child first contact, the most important place, the growth of children is the first environment on the formation of students' individuality, cultivate a good habit of learning plays a very important role. Therefore, the influence of family social economic status on academic achievement of students has been a concern. This research chooses Kashi city as the basis of Zepu County of Xinjiang research sites, selected a certain number of junior high school students and high school students as the research object, we study show influence of family social economic status on students' academic achievement. The research method mainly adopts the questionnaire the necessary survey and interviews, combined with the literature analysis, qualitative research and quantitative research combined. The results of the survey data using a qualitative research method of combining. The literature research, the theoretical framework of the study, and then analyzed by quantitative research. Through correlation analysis, cross analysis, regression analysis and other methods for processing large-scale data, analysis of the influence of different family background variables on the academic achievement of children. The contribution of regression model showed family background variables in offspring of academic achievement, and the evaluation research areas of the level of education scientifically and reasonably. In the "one fee" and the precise poverty under the background of social and economic status of family influence deeply on academic achievement, there are all kinds of help to eliminate present in the local education inequality and imbalance, and ultimately achieve educational equity. The research results show that the influence of family social economic status on academic achievement of students showed a significant positive correlation was found with family background variables on academic achievement in urban and rural areas in comparison The amount of difference. First, the educational level of parents are related to the academic achievement of children of parents have higher cultural level, children's academic achievement better. Meanwhile, parents cultural level also affects the educational expectation of parents and children, high cultural level of parents to children's education. Higher expectations of high cultural level of parents choose consistent language and children exchange, to enhance the children's performance in school, so as to promote children's academic achievement. Second, parents' occupation prestige and social background is an important factor affecting the academic achievement of children of the parent's occupation prestige is higher, children's academic achievement is better, especially the precision technology industry practitioners the academic achievement of children better. Parents' occupation prestige also determines the way of family education, relaxed family atmosphere and intimate parent-child relationship helps children get good learning Industry performance. Third, influence of family income on the academic achievement of children of low data not found in family income and academic achievement correlated, however, family residence and children's academic achievement. The reason is that the present correlation in underdeveloped areas, the income level is generally low, "one fee" education policy weakens the effect of family income on academic performance, on the other hand, the questionnaire may not be able to objectively show a real family income alone. Fourth, academic influence factors of family social economic position in the micro factors also affect the academic achievement of the important variables of family social economic status the students were, at the same time, the students' academic level in urban and rural areas and social background difference. Family structure, family of three children in school achievement The highest; primitive accumulation of family resources more abundant, the higher academic performance of the students. The comparative analysis between urban and rural areas of the city that the students are obviously better than the rural area in the city, the economic resources of the family can provide more education opportunities for children, can be economic resources into good education conditions of thinking. How to promote the research in academic performance: first, the balance of urban and rural areas of education resources. Adequate funds supply is the guarantee of good education, the imbalance of urban and rural education investment funds, the shortage of educational funds in rural areas lead to the low quality of rural teaching, this is a historical question for a long time. The research area in the development of education funds investment is insufficient funds. The irrational investment structure, investment in urban and rural areas the gap is too large, therefore, the use of education opportunity to establish the precise poverty, poor area school funding system to support priority, The financial funds to schools in poor areas tilt to narrow the gap between urban and rural areas, so as to improve the poor areas of the school level and the education facilities, excellent teachers. Second, to promote the equal education opportunity adjustment favorable policies. Influence of social background on offspring education is not fair ID copy, but the influence of every individual can not be divorced from the family factors. Therefore, the state and the government should take effective measures in balancing the gap between the poor security groups of children's right to education. Third, social stability is a prerequisite for the development of education. Education is a huge "balance" of the whole society, it can reduce social inequality, promote perfect the benign social structure and consolidation. However, only in a stable social environment, education can play the role of its own.

【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G40-05

【參考文獻】

相關(guān)期刊論文 前10條

1 黃小瑞;;社會經(jīng)濟地位的測量指標及合成方法[J];全球教育展望;2014年12期

2 劉保中;張月云;李建新;;社會經(jīng)濟地位、文化觀念與家庭教育期望[J];青年研究;2014年06期

3 鄭磊;侯玉娜;劉葉;;家庭規(guī)模與兒童教育發(fā)展的關(guān)系研究[J];教育研究;2014年04期

4 朱湘茹;張華;;家庭社會經(jīng)濟地位對兒童發(fā)展影響綜述[J];河南大學(xué)學(xué)報(社會科學(xué)版);2013年06期

5 龐維國;徐曉波;林立甲;任友群;;家庭社會經(jīng)濟地位與中學(xué)生學(xué)業(yè)成績的關(guān)系研究[J];全球教育展望;2013年02期

6 李瓊;倪玉菁;李小青;;新課程改革環(huán)境下教育的平等性:家庭社會經(jīng)濟背景對學(xué)生學(xué)業(yè)成績的影響[J];全球教育展望;2011年04期

7 郭明春;吳慶麟;;父母教養(yǎng)與學(xué)業(yè)成就:心理因素的中介作用[J];心理科學(xué);2011年02期

8 任春榮;;學(xué)生家庭社會經(jīng)濟地位(SES)的測量技術(shù)[J];教育學(xué)報;2010年05期

9 張翼;;家庭背景影響了人們教育和社會階層地位的獲得[J];中國社會科學(xué)院研究生院學(xué)報;2010年04期

10 劉笑飛;盧珂;;學(xué)生學(xué)業(yè)成績與家庭社會經(jīng)濟背景相關(guān)性研究[J];天中學(xué)刊;2009年01期

相關(guān)博士學(xué)位論文 前1條

1 李志峰;家庭背景對學(xué)業(yè)成績的影響研究[D];山東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前8條

1 桂靜;流動人口的分層因素與居住選擇的相關(guān)研究[D];華東理工大學(xué);2015年

2 譚英;學(xué)生家庭背景與學(xué)業(yè)成績相關(guān)性實證研究[D];湖南農(nóng)業(yè)大學(xué);2012年

3 吉才妙;家庭背景、家庭規(guī)模與農(nóng)村居民的教育獲得[D];天津師范大學(xué);2012年

4 萬來和;離異單親家庭學(xué)生教育的問題、成因及對策研究[D];華中師范大學(xué);2011年

5 邵高峰;學(xué)業(yè)不良初中生心理健康與家庭環(huán)境關(guān)系研究[D];遼寧師范大學(xué);2009年

6 趙文俊;城鎮(zhèn)家庭背景對子女教育所得的影響問題研究[D];北京師范大學(xué);2008年

7 于璐;中學(xué)生親子溝通、同伴關(guān)系、師生關(guān)系對學(xué)業(yè)成績的影響[D];東北師范大學(xué);2008年

8 岑萃;中學(xué)生學(xué)業(yè)自我效能感的發(fā)展特點及其與學(xué)業(yè)成績、父母教養(yǎng)方式的相關(guān)研究[D];西南師范大學(xué);2005年

，

本文編號：1405852