A Study On The Relationship Between Family Social Economic Status,Parental Participation And Cognitive Ability Of Offspring

It is undeniable that cognitive ability has a significant and profound impact on the acquisition and improvement of individual learning skills,contingency skills,work achievements,and wage income.Family socioeconomic status has always been a key factor influencing individual cognitive ability.However,is the higher the socioeconomic status of the family,the stronger the cognitive ability of the offspring? In reality,the existence of phenomena such as "high scores are not necessarily high energy" and "squid leaps and dragons" is questioned.Therefore,the intrinsic influence mechanism of family socioeconomic status on the cognitive ability of offspring is worthy of further discussion.Based on the above theoretical and practical background,based on the literature review,the article uses the China Education Tracking Survey(CEPS)2013-2014 baseline data,using OLS regression,quantile test,principal component correlation analysis,and adjustment effect maps and other empirical evidence.Methods and models,using parental involvement as a regulatory variable,to construct a model of the influence of family socioeconomic status on the cognitive ability of offspring,mainly to study how parental involvement affects the relationship between the two,and specifically analyze the causes of different generations.Generate cognitive differences.The research results of this paper are mainly divided into the following major points:Based on the literature review,based on the theoretical perspectives of family ecosystem and intergenerational transmission,this paper adopts the China Education Tracking Survey(CEPS)2013-2014 baseline data,and uses parental participation as a regulatory variable to construct a family socioeconomic status for the offspring.Cognitive ability intrinsic relationship model.The OLS regression,the quantile test and other empirical methods are used to empirically test the relationship between family socioeconomic status,parental participation and cognitive ability of offspring.The conclusions of the study confirm the parental involvement in the mechanisms that influence the relationship between family socioeconomic status and cognitive ability of offspring.The research results of this paper mainly include the following three aspects:First,the family's socioeconomic status significantly affects the cognitive ability of the offspring.The results of the thesis show that the higher the family's socioeconomic status,the stronger the cognitive ability of the offspring.Intergenerational transfer theory can explain the above findings.On the one hand,families with superior social and economic resources pass on the advantages of resources to their offspring through the transfer effect.On the other hand,families with higher socioeconomic status have greater material input to their children,and children are more likely to enter high-quality schools to promote their cognitive development.The findings explain the closed circulation path of reproduction by the poor.Secondly,the participation of parents and families weakens the relationship between “family socioeconomic status and cognitive ability of offspring”.The increase in the frequency of parental family participation will effectively weaken the role of family socioeconomic status in the cognitive ability of the offspring.The research value is mainly reflected in the following two aspects: On the one hand,the influence of family socioeconomic status on the cognitive ability of the offspring no longer plays a leading role,and the parental family participation plays an increasingly important role in the growth process of the offspring;on the other hand,The pattern of intergenerational poverty transmission is very likely to be broken through the joint efforts of parents and offspring.Finally,parent school participation has no significant impact on both the socioeconomic status of the family and the cognitive ability of the offspring.In-depth exploration of the reasons behind it may be due to the fact that parents have not put into practical action for school participation activities,do not take measures to cope with the work of teachers,and passively and negatively respond to the school education of the offspring;on the other hand,it may be that school activities are not Paying attention to the participation of parents,due to the individualized differences of students,it is less effective to rely solely on teachers to improve their cognitive ability.The above reasons analysis reveals the shortcomings of current school education in China.The cooperation between home and school is not satisfactory,and students' cognitive ability is difficult to be promoted in schools in the short term.According to the research conclusions,the corresponding countermeasures and suggestions are proposed.Parents' families and school participation should play a role together to alleviate the effect of family socioeconomic status on the high-child cognitive ability of the offspring's cognitive ability.It provides useful guidance for improving the quality and level of family and school education,and social mobility is enhanced,which is conducive to social harmony and stability.