Research On The Mechanism Of Rural Junior High School Students' Campus Social Capital On Their Academic Performance

In the past 40 years of reform and opening up,China's economy has developed rapidly and vigorously,great changes have taken place in all aspects of society,including education.To realize the rural revitalization and promote the transformation of rural areas from subsistence to development,the key is to develop the economy.Economic poverty and educational poverty are mutually cause-and-effect as a vicious circle.The low level of education accelerates the impoverishment and restricts the sustainable development of education.The gap between urban and rural areas is very prominent and significant in education field.Social capital refers to interrelationship between people,which can be specifically divided into occupational relationship(teacher-student relationship),geographical relationship(peer relationship)and kinship relationship(family relationship).In the aspect of education,social capital also plays a key role,which helps to highlight the nature of the interaction between the educators and their students.It is helpful to promote the new production of knowledge and to challenge the traditional view of intelligence,that is,the cooperative spirit emphasized by collective intelligence.Therefore,from the perspective of social capital,it is necessary to study the interpersonal environment inside and outside the school of junior high school students,education and teaching process and academic influence factors,in order to improve the rural junior high school students this huge educational group individual performance and overall quality.Based on the status quo of peer relationship,school bullying,and teacher-student relationship of junior high school students in western China,this study identified the influence of campus social capital on the heterogeneity of academic performance.This paper reveals the function mechanism of campus social capital(peer relationship,teacher-student relationship)on students' academic performance,and provides decision-making basis and feasible policy Suggestions for promoting the balanced development of urban and rural education and improving China's human capital reserve.To achieve these goals,the study collected data from a two-year follow-up survey of 8,767 students,including information on their personal and family characteristics and standardized math test scores.Among the 75 sample schools,37 junior middle schools were randomly selected as the intervention group and 38 junior middle schools as the control group.Students in the intervention group received weekly classes that helped build healthy peer relationships and teacher-student relationships.On this basis,combining quantitative analysis and qualitative interview research methods to analyze students' academic performance.The results of the study on the relationship between peer relationship and math achievement reveal that there is a significant correlation between students' internal peer relationship(push factors)and external peer relationship(pull-out factors)and math scores.According to the data analysis results of variables related to peer relationship(push factors),for every 1%increase in the probability of "being introduced as a good friend by classmates",students' math scores will increase by 0.21%;while for every 5%increase in the probability of "quarrels with classmates in this semester",students' math scores will decrease by 0.06%.For every one standard deviation increase in the likelihood of a "fight with classmates this semester," a student's math scores dropped by 0.14%.The results of data analysis on variables related to external peer relationship(pull-out factors)indicate that every 10%increase in the possibility of a peer dropping out of school will lead to a 0.08%decrease in math scores.For every 5 percent increase in the likelihood of frequent contact with peers who dropped out,math scores declined by 0.10 percent.For every 1 percent increase in the likelihood of being lured out to work by peers who had dropped out of school,math scores dropped by 0.15 percent.In the total sample,74.76%of students were affected by at least one type push factors,and only 25.24%were not affected by pull-out factors.61.17%of the students were affected by at least one type of s pull-out factors,while 38.83%were not affected by any type of s pull-out factor.Among the 25%students with the poorest math score,30%of them with learning difficulties are affected by both push factors and pull-out factors,and 29.17%of them are only affected by push factors.28.73%of the students with learning difficulties were only affected by pull-out factors;Only 25.48 percent of students with learning difficulties were not experiencing push factors and pull-out factors.The results of the study on teacher-student relationship and math scores revealed that the teacher-student relationship in two waves are significantly correlated with students'math scores.There is a positive correlation between teacher-student relationship score and mathematics achievement at the significance level of 1%.In the 2012 baseline survey,1%increase in the teacher-student relationship score was associated with 0.01%increase in math scores.In the 2014 survey,1%increase in the score of the teacher-student relationship resulted in 0.02%increase in students' math scores.In the regression analysis of control variables and math scores,results revealed gender,age,grade and migration status are significantly correlated with math scores.There was a significantly decrease in the level of teacher-student relationships in both baseline and endline survey.And there were no significant differences between 7th-and 8th-grade students.During the investigation of the intervention class,the study shows that the intervention itself did not have a significant impact on math scores,but if the individual characteristics of students or fixed effects at the school level were included the impact of the intervention on math scores was significant.Based on the results of empirical analysis and the current situation of rural junior high school students' education,this study explores peer relationship,teacher-student relationship and their correlations from the perspective of social capital in order to improve their academic performance.In order to narrow the gap between urban and rural education in western China,promote the realization of education equity and rural revitalization,puts forward the innovation direction and change path for traditional research from the aspects of school environment,education philosophy,teaching staff,teaching methods,family status,individual differences and other factors,puts forward feasible suggestions for improving learning performance.At the same time,it also proposes for follow-up in-depth research of other academic institutions,and provided certain data support and scientific decision-making basis for policy making and path selection of education reform.