家庭社会经济地位、教育观念与中小学生学业负担
发布时间：2018-08-15 17:19
【摘要】：本文使用2010年中国家庭追踪调查(CFPS)数据中10~15岁少儿样本,考察了家庭社会经济地位和教育观念对中小学生学业负担的影响。模型分析结果显示:对于学习培训时长,家庭社会经济地位和教育观念对子女学习培训时长都有显著影响;同时学生的性别、城乡、就读学校类型和就读阶段对其学习培训时长都有显著影响。对于学习压力,家庭社会经济地位和教育观念两个变量组中只有家庭人均纯收入和父母主动与孩子沟通评分能显著降低子女学习压力的概率;同时初中生的学习压力显著高于小学生,而性别、城乡和就读学校类型并不显著。模型分析结果表明在"减负"行动中需要重视家庭环境因素的影响。
[Abstract]:In this paper, the effects of family social and economic status and educational concepts on the academic burden of primary and secondary school students were investigated by using a sample of 10 or 15 years old children from the 2010 Chinese Family tracking Survey (CFPS) data. The results of model analysis show that: for the length of study and training, family socioeconomic status and educational concept have a significant impact on the duration of learning and training of children, while the gender of students, urban and rural areas, The type of school and the stage of study have a significant impact on the length of their learning and training. For learning stress, among the two variable groups of family social and economic status and educational concept, only the per capita net income of the family and the score of parents' active communication with their children can significantly reduce the probability of learning stress. At the same time, the learning pressure of junior high school students was significantly higher than that of primary school students, but gender, urban and rural areas and school types were not significant. The result of model analysis shows that the influence of family environment factors should be paid more attention to in the action of reducing burden.
【作者单位】： 云南大学;云南大学发展研究院人口研究所;云南大学发展研究院;
【基金】：国家社会科学基金青年项目“教育质量不平等的社会效应及调节机制研究”(14CSH019) 云南省哲学社会科学规划项目“云南流动人口家庭化迁居态势及影响因素研究”(QN2016022)的阶段性成果
【分类号】：G78
本文编号：2184887
[Abstract]:In this paper, the effects of family social and economic status and educational concepts on the academic burden of primary and secondary school students were investigated by using a sample of 10 or 15 years old children from the 2010 Chinese Family tracking Survey (CFPS) data. The results of model analysis show that: for the length of study and training, family socioeconomic status and educational concept have a significant impact on the duration of learning and training of children, while the gender of students, urban and rural areas, The type of school and the stage of study have a significant impact on the length of their learning and training. For learning stress, among the two variable groups of family social and economic status and educational concept, only the per capita net income of the family and the score of parents' active communication with their children can significantly reduce the probability of learning stress. At the same time, the learning pressure of junior high school students was significantly higher than that of primary school students, but gender, urban and rural areas and school types were not significant. The result of model analysis shows that the influence of family environment factors should be paid more attention to in the action of reducing burden.
【作者单位】： 云南大学;云南大学发展研究院人口研究所;云南大学发展研究院;
【基金】：国家社会科学基金青年项目“教育质量不平等的社会效应及调节机制研究”(14CSH019) 云南省哲学社会科学规划项目“云南流动人口家庭化迁居态势及影响因素研究”(QN2016022)的阶段性成果
【分类号】：G78
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