Chen Mudan, Liu Simiao, Wijaya Tommy Tanu, Cao Yiming
School of Mathematical Sciences, Beijing Normal University, Beijing, China; Faculty of Arts and Sciences, Beijing Normal University, Zhuhai, Guangdong Province, China.
Department of Educational Management, Faculty of Education, East China Normal University, Shanghai, China.
Acta Psychol (Amst). 2025 Mar;253:104753. doi: 10.1016/j.actpsy.2025.104753. Epub 2025 Jan 24.
Prior studies highlight the importance of academic buoyancy and adaptability in educational trajectories, yet the influence of family-related factors remains less explored. Anchored in Bronfenbrenner's ecological systems theory, this research examines how family socioeconomic status (SES) influences academic buoyancy and adaptability, the predictive relation between family SES and parental involvement, and whether parental involvement mediates the impact of family SES on academic outcomes. We surveyed 1164 junior high school students from China. Controlling for gender and attendance type, structural equation modelling revealed a positive correlation between family SES and students' academic buoyancy and cognitive-behavioural adaptability; however, this correlation did not extend to affective adaptability. Parental involvement was significantly linked to family SES and fully mediated the relation between family SES and both academic buoyancy and cognitive-behavioural adaptability. Based on these findings, practical implications are discussed.
先前的研究强调了学业适应力和适应能力在教育轨迹中的重要性，但与家庭相关的因素的影响仍较少被探讨。本研究以布朗芬布伦纳的生态系统理论为基础，考察家庭社会经济地位（SES）如何影响学业适应力和适应能力、家庭SES与父母参与度之间的预测关系，以及父母参与度是否在家庭SES对学业成果的影响中起中介作用。我们对来自中国的1164名初中生进行了调查。在控制了性别和出勤类型后，结构方程模型显示家庭SES与学生的学业适应力和认知行为适应能力之间存在正相关；然而，这种相关性并未延伸至情感适应能力。父母参与度与家庭SES显著相关，并完全中介了家庭SES与学业适应力和认知行为适应能力之间的关系。基于这些发现，我们讨论了实际意义。
