Family Socioeconomic Status And Learning Engagement Of Adolescents:the Mediating Role Of Parental Involvement In Education And Self-education Expectations

Adolescents are the hope of the motherland and the future development of the motherland.Their level of physical and mental and academic development determines the future and destiny of the motherland.Adolescents' learning engagement can reflect their academic status and reflect their physical and mental health to a certain extent,and it can predict the future academic achievement of adolescents.It will also enable students to experience the pride of participating in learning.With satisfaction,learning engagement can also bring positive inner experiences to students.For students with low levels of academic engagement,it will be more difficult to achieve good academic performance,and often accompanied by a feeling of disgusting,prone to school burnout,and even cause students to skip school and drop out of school.Therefore,it is of far-reaching significance to explore the influencing factors and mechanism of adolescents' learning investment.According to the ecosystem model of Bronfenbrenner,the family is the micro-system most closely related to adolescents.It is an environment that has been accompanied by growth and learning since birth,and is of great significance to the formation of adolescents' personality and habits.Family socioeconomic status as an objective family environment factor,is a social ranking based on how much resources the family has.which can not be ignored for the physical,mental and academic aspects of young people.At present,most studies tend to influence the family's socioeconomic status on adolescents' mental health.Only some scholars have examined the impact of family socioeconomic status on adolescents' academic performance.Therefore,this study explores the socioeconomic status of families and the investment in adolescents' learning.Relationships have certain necessity.In addition,according to the theory of family social capital,economic capital and human capital from the family are transmitted to the children through the process of interaction with the children,and the involvement of the parents is also an important social capital.And social cognition theory emphasizes that external environmental factors usually influence students' academic performance through cognitive factors within the subject.Therefore,it is necessary to consider the existence of multiple mediating factors when discussing the influence of family socioeconomic status on adolescents' learning investment,and provide a theoretical basis for improving the learning engagement of young people and achieving sustainable development.In this study,a cluster sampling method was used to select the first and second grades of a middle school in Juancheng County,Shandong Province,and the fifth and sixth grades of a primary school.A total of 530 primary and middle school students from each of the two grades conducted a questionnaire survey.Investigate the relationship between the socioeconomic status of adolescent families,the involvement of parental education,the expectation of self-education and the investment in adolescents.The research results are as follows:(1)The gender differences in adolescents' total scores for mother education,self-education expectations,and total scores for learning engagements are significant.In terms of maternal involvement in education,girls are significantly higher than boys.Among them,girls are significantly higher than boys in terms of mothers ' involvement,and there is no significant difference between men and women in terms of intellectual involvement and emotional involvement.There is no significant difference between boys and girls in terms of involvement;in terms of self-education expectations,girls are significantly higher than boys;in terms of learning engagement,girls are significantly higher than boys,and girls are significantly higher than boys in terms of vitality and concentration.(2)There is a significant grade difference in the scores of adolescents' fathers' intellectual involvement,and the fifth grade is significantly higher than the sixth grade and the second grade.The scores of the mother's education involvement score and the mother's intelligence involvement are significantly different in grades,and the fifth grade is significantly higher than the sixth grade,the first grade,and the second grade.The scores of adolescents' self-education expectations are significantly different in grades,with the highest scores in the sixth grade,which is significantly higher than the first and second grades.The total scores of adolescents' learning engagement and the scores of each dimension are significantly different in grades,and the scores in the fifth and sixth grades are the highest,which is significantly higher than the first and second grades.In the vitality and focus dimension,the scores of the fifth and sixth grades are significantly higher than the first and second grades.In the dimension of dedication,the sixth-grade subjects scored the highest,which was significantly higher than the first and second grades.(3)Except that there is no significant correlation with maternal behavioral involvement,the socioeconomic status of adolescent families is significantly positively correlated with the total score of parental education and each dimension;family socioeconomic status is significantly positively correlated with self-education expectations,and There is a significant positive correlation between the total score of learning engagement and its vitality,dedication,and concentration.Parental education involvement is significantly positively related to self-education expectations;father involvement in education,involvement in mother education,and all dimensions of learning engagement The points and their dimensions are significantly positively correlated;the self-education expectation is significantly positively correlated with the total score of learning engagement and its dimensions.(4)Parental education involvement and adolescent self-education expectations play a role as a chain intermediary between family socioeconomic status and learning engagement.Family socioeconomic status is applied to the learning engagement of young people through three channels.Article 1: Family socioeconomic status directly affects learning engagement;Article 2: Family socioeconomic status indirectly affects learning engagement by affecting parental education involvement;Article 3: Family socioeconomic status is in turn influenced by parental education involvement Adolescents' self-education expectations are indirectly applied to the learning engagement of young people.