Relationship Research On Family Culture Capital And Academic Achievement Of Stay-at Home Children

With the country's emphasis on social equity,quality of education,and stay-at home children,more and more scholars have discovered the subtle relationship between family factors and student academic achievement,especially the gaps in stay-at home children in reality.It is also attracting people's attention.Based on literature review,the research question in this study is what is the relationship between family culture capital and academic achievement of stay-at home children? Will the family's internals have a different impact on the academic achievements of stay-at home children because of their parents' going out? Based on the above problems,this study takes Bourdieu's family culture capital theory and Frank Parkin's new social stratification theory as the theoretical basis of this study,and obtains questionnaires for primary and secondary school students in the county and below of three provinces.Data on family cultural capital and academic achievement are standardized and analyzed.This study first analyzes the academic achievements of stay-at home children and the status of family cultural capital.Secondly,through the one-way analysis of variance,the differences in academic achievement of stay-at home children under different cultural capitals are analyzed.The correlation analysis finds out the relationship between family cultural capital and academic achievement.The hierarchical regression analysis explores the impact of family culture capital on students' academic achievement.Thirdly,it analyzes the differences between family culture capital and academic achievement of stay-at home children under different types.Finally,through external comparison,analyzes the academic achievements of stay-at home children and non-stay-at home children.The difference between the ownership of family culture capital and the in-depth exploration of the influence of family culture capital on the academic achievement of stay-at home children is due to the particularity of “stay-at home” and the common commonality.The study found that:(1)There are significant differences in the academic achievements of stay-at home children under different family institutionalized capital,family objective capital,and family-specific capital;(2)Family objective capital has a direct and significant impact on the academic achievement of stay-at home children.Family institutionalized capital and specificization have no direct and significant impact on the academic achievement of stay-at home children,but have indirect effects that require indirect influence on students' academic achievement through objective capital;(3)residential and non-residential stay-at home children,cities and villages There are significant differences in family cultural capital and academic achievement of stay-at home children;(4)Parents' outing is not the cause of the academic achievement of stay-at home children,and the number of family cultural capital is the reason that affects the academic achievement of stay-at home children.The study proposes:(1)the government,society and schools should work together to help family education;(2)teachers should strengthen cooperation with parents on the basis of a comprehensive understanding of children;(3)parents should actively strengthen contact with the outside world.Proactively promote family culture capital and other suggestions.