The Influence Of Family Cultural Capital On Academic Achievement Of Rural Junior Middle School Students

The academic performance of rural junior high school students has always been an important research topic.Parents,as the first teachers of students` learning,are the companions of students` growth.The positive effect of families on students` academic performance has been generally recognized,especially family cultural capital.As an important variable affecting the academic performance of rural junior high school students,it has been widely studied.The two main subjects that affect students` learning are parents and teachers.Teachers teach students knowledge,skills,methods,and values.There are many factors that affect students` academic performance.There are few studies on the relationship between teacher-student interaction and academic performance,especially In rural education,there are fewer studies on teacher-student interaction.Through literature research,this study takes family cultural capital and teacher-student interaction as two important factors affecting academic performance,and the three are closely related.This research attempts to establish a three-variable structural equation model,in order to deeply study the internal relationship between the three,and put forward reliable suggestions for improving the academic performance of rural junior high school students.A survey of junior high school students in three rural schools in N County,J Province,using the Student Basic Situation Questionnaire,Family Cultural Capital Scale,and Teacher-Student Interaction Scale.A total of 1,000 questionnaires and 858 valid questionnaires were distributed.Use SPSS26.0 and Amos 24.0to make statistics on the survey data,and use difference analysis,correlation analysis and structural equation model to explore the relationship between rural junior high school students` family cultural capital,academic performance and teacher-student interaction.The main conclusions are as follows:1.There are significant differences in the family cultural capital of rural junior high school students in terms of grade,family location,and parents` going out to work,which is of practical significance.2.The teacher-student interaction between rural junior high school students is significantly different in gender,grade,and class position,and has practical significance.3.There are significant differences in the academic performance of rural junior high school students in terms of gender,grade,family location,parent occupation,and class position,which are of practical significance.4.Rural junior high school students` family cultural capital,academic performance and teacher-student interaction are significantly positively correlated,that is,the higher the family cultural capital,the higher the rural junior high school`s academic performance;the higher the family cultural capital,the higher the rural junior high school`s teacher The better the student-student interaction;the better the teacher-student interaction of rural junior high school students,the higher the academic performance.5.The influence of family cultural capital on the academic performance of rural junior high school students is realized through the intermediary of teacher-student interaction,that is,teacher-student interaction plays an intermediary role between family cultural capital and academic performance.Based on the empirical results,this article puts forward three suggestions for improving the academic performance of rural junior high school students.First,teachers maintain a good teacher-student relationship is an inevitable requirement for promoting positive teacher-student interaction;second,parents enhance family cultural capital is an inherent part of promoting students` personality development Need;Third,the establishment of a cooperative community between home and school is an important way to promote the all-round development of students.