家长参与和代际闭合对初中生认知能力的影响——基于科尔曼社会资本理论的分析

发布时间：2018-04-18 11:06

本文选题：家长参与 + 代际闭合　；参考：《教育发展研究》2017年Z2期

【摘要】：本研究采用多层线性模型(HLM)估计科尔曼社会资本中的家长参与和代际闭合各指标变量对初中生认知能力的影响效应。初中生可以直接从科尔曼社会资本中获益,如家长参与指标父母的生活陪伴、家长和教师的沟通和交流,代际闭合指标家长与子女朋友的联系都能显著提高学生的学业成绩,但父母与子女沟通交流、父母对子女的文化陪伴对学生认知能力没有影响,学习督导对学生能力有显著的负向影响作用,可能与家长与子女沟通的教子技能、指导学生学习的辅导方法有关;另外,家长参与和代际闭合对7年级和9年级的学生影响效应都不存在差异。
[Abstract]:In this study, multilevel linear model (HLM) was used to estimate the effects of parental participation and intergenerational closure on cognitive ability of junior high school students in Coleman's social capital.Junior high school students can benefit directly from Coleman's social capital, such as parental participation in the life of parents, communication and communication between parents and teachers, and intergenerational closure indicators.However, parents communicate with their children, parents' cultural companionship has no effect on students' cognitive ability, learning supervision has a significant negative effect on students' ability, and it may be a godson's skill to communicate with parents and children.In addition, parental participation and intergenerational closure had no difference in the effects of parental participation and intergenerational closure on students in grades 7 and 9.
【作者单位】：香港中文大学教育行政与政策学系;
【分类号】：G444;G78

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