Research On The Role Of Cognitive Ability Between Mauritanian Young Girls' Family Cultural Capital And Academic Achievement

Recently,educational fairness issues and intergenerational transmission matter in question caused by unfairness educational assets and dissimilarities in family backgrounds have gotten to be the emphasis of social consideration.From the outlook of ownership of family education capital and the transition of education between generations,this study utilize young girls as the research object,by using the data of "Mauritanian Education Tracking Survey",also uses cultural capital theory and human capital theory as leading to debate family cultural capital,recognition The relationship between cognitive ability and academic achievement,and examined the intermediary mechanism of cognitive ability between family cultural capital and students' academic achievement,and the intermediary part under the order of parental contribution,which justified the being of intergenerational transition of education.This study includes six parts.The first part mostly debates the research background,purpose and significance,and refines the research ideas and research contents.The second part is the definition of the concept,the theoretical basis and a review of relevant literature.The third part constructs a theoretical model.Hypothetical derivation of related issues was made;the fourth part carried out the research design and explained the research methods,research tools,research objects and data sources;the fifth part used STATA15.0 to test the differences and correlation of the data Analysis,regression analysis and discussion of the research results are obtained;the sixth part discusses the research conclusions and proposes countermeasures and suggestions,and eventually points out the shortcomings and prospects of the research.The main conclusions of this study are as these points below:1.There are significant differences in family cultural capital,young girl's academic achievement,and parental participation in gender,household registration type,and whether they are the only children.There are significant differences in young girl's cognitive ability in household registration types and whether they are the only children.2.There is a significant positive correlation between family cultural capital and young girl's academic achievement.The richer family cultural capital,the higher academic achievement achieved.3.Youth-cognitive ability plays a mediating role between family cultural capital and young girls students' academic achievements,that is,family cultural capital can not only directly affect young girls ' academic achievements,but also indirectly through youthcognitive ability.And the mediating effect is evident.4.Parental participation has a moderating role in the intercession model with family cultural capital as the independent variable,cognitive ability as the mediating variable,and academic achievement as the dependent variable: Parental involvement negatively regulates the role of family cultural capital in cognitive abilities and student academic achievement in this mediation model.