The Factors And Mechanism Of Improving Disadvantaged Students' Learning Outcomes

To improve the educational situation of disadvantaged students and make each student enjoy fair and quality education are important goals of China's educational reform and development.At present,the number of disadvantaged students in China is huge due to poverty,changes in family structure,the social mobility and etc.There are a large number of disadvantaged students in China,and numerous studies show that their academic achievements,psychological feelings and behavioral outcomes are significantly poor compared to the normal student groups.Moreover,the existing research on disadvantaged students has the following problems: first,the concept definition is confused,which makes it difficult to clarify the internal composition and external influence of the group;second,the development of disadvantaged students is more limited to academic development,lack of in-depth research on their all-round development;third,the research on improving the learning results of disadvantaged students is based on macro politics policy and theory research,lack of integrated and systematic micro level empirical research;fourthly,there is lack of theoretical driven research on the factors and mechanism of education improvement.Therefore,it is of great theoretical significance and practical value to deeply understand the disadvantaged student group,identify the key factors affecting their learning outcomes and their mechanisms,and explore strategies and methods to improve the educational situation of disadvantaged students on this basis.Systematically combing the existing literature found that,there is no doubt about the negative impact of environmental deprivation on the development of students.In order to define the disadvantaged students with the low family social-economic status,we can separate the characteristic variables that cannot be changed by the students at present as the antecedent variables,so as to examine the possibility that postnatal education can change the students.Under the guidance of the concept of curriculum reform,this study aims to understand students' development in a broad sense,which consists of learning motivation,school social relations,academic performance.By combing the relevant theoretical models and focusing on the key factors,it is found that parents' participation and classroom teaching have an important impact on students' learning outcomes.However,compared with the related research of general students,the research on disadvantaged students,especially the quantitative evidence,is relatively lacking,and there are some problems as follows:(1)the relationship between academic self-efficacy,learning interest,test anxiety,teacher-student relationship,peer relationship and academic achievement of disadvantaged students in China may be specific,but there is not enough evidence to prove their relationship network in this group.(2)There are few studies on the mechanism of multiple types of parents' participation on learning outcomes of disadvantaged students at the same time,and there is no comparison between different groups.(3)The impact of classroom opportunity to learn and class group composition on disadvantaged students is not clear.(4)There is no research on the synergistic effect of parents' participation and classroom learning on disadvantaged students' learning outcomes.Starting from these problems,the paper carries out a systematic empirical study from the perspective of improving the educational situation of disadvantaged students.3912 students were selected from typical areas with Chinese characteristics by stratified sampling.674 disadvantaged students were selected according to the criteria of low annual family income,low education level of mother and low professional status of father.By using modern measurement theory,structural equation modeling and model comparison methods,this paper explores the mechanism of parents' participation and classroom teaching affecting learning outcomes of disadvantaged students.The main findings are as follows:(1)To maintain a good relationship between teachers and students is helpful for disadvantaged students to obtain a positive peer relationship,thus forming a positive sense of academic self-efficacy;and a positive sense of academic self-efficacy is helpful to stimulate students' interest in learning,reduce test anxiety,and promote students to achieve good academic performance.Compared with the general students,the relationship between teachers and students has less promoting effect on the academic self-efficacy of disadvantaged students;test anxiety will not hinder the academic performance of disadvantaged students.(2)Among all kinds of parents' participation types,parents' educational expectation has a positive effect on the learning results of disadvantaged students,and the effect is the greatest;parents often tutor the homework of disadvantaged students,which helps to improve their perception of the relationship between teachers and students,stimulate their interest in learning and reduce test anxiety;the communication between parents and children is conducive to the achievement of good academic performance of disadvantaged students.Compared with the general students,parents' participation in tutoring disadvantaged students' homework can reduce their test anxiety,and parent-child communication between parents and disadvantaged students can promote their academic performance more effectively.Parents' educational expectation will cause the test anxiety of ordinary students,but it will not cause the test anxiety of disadvantaged students.(3)The higher the quality of classroom teaching and the more opportunities for classroom interaction perceived by disadvantaged students,the easier it is to maintain a good teacher-student relationship,maintain high academic self-confidence and interest in learning,stay at a lower level of test anxiety,and tend to achieve good academic performance;the teaching content comes from new materials other than textbooks,which is less conducive to improve the learning of disadvantaged students.For the general students,high teaching quality will improve the relationship between teachers and students,and more classroom interaction will help to reduce test anxiety.In contrast,although the quality of teaching helps to improve the relationship between disadvantaged students and teachers,and interactive participation helps to reduce the test anxiety of disadvantaged students,its influence is relatively weak.(4)In the composition of class groups,disadvantaged students show the phenomenon of "clustering".About two thirds of disadvantaged students are concentrated in classes with a high proportion of disadvantaged students.In these classes,teachers are less experienced and the quality of teaching is lower.When the proportion of disadvantaged students in the class is high,the role of classroom interaction in stimulating their interest in learning is relatively small.(5)Integrating parents' participation and classroom opportunity to learn in a model,it found that parents with high educational expectations communicate more frequently with school,and tend to show more homework guidance,parent-child communication and parent-child activities.In such a family,disadvantaged students perceive more opportunities for interactive participation and better classroom teaching quality in the classroom,which will further promote the quality of students' teacher-student relationship,academic self-efficacy and academic performance.However,the relationship between parents' home-school communication and classroom teaching quality perception of disadvantaged students is weaker than that of general student.For general students,the negative effect of parents' educational expectation on test anxiety and the positive effect of classroom interactive participation on test anxiety cancel each other after the integration of parents' educational expectation,classroom interactive participation and test anxiety in a model.Finally,in view of the above research results,this study proposes six suggestions for educational improvement that may be of reference significance,with a view to improve the educational situation of disadvantaged students:(1)Maintain a good relationship between teachers and students;(2)Improve academic self-efficacy;(3)Enhance parents' educational expectations;(4)Parents attach importance to home school communication,homework guidance and parent-child communication;(5)Avoid over concentration of disadvantaged students;(6)Teachers need to pay extra attention to disadvantaged students.