A Study On The Influence Of Family Socioeconomic Status And Academic Self-efficacy On The Academic Performance Of Offspring

Education is an important way to improve people's comprehensive quality and promote people's all-round development,an important cornerstone of national rejuvenation and social progress,and a decisive cause for the great rejuvenation of the Chinese nation.China pays more and more attention to nine-year compulsory education,and the investment in basic education is also increasing.However,with the rapid development of China's economy,the imbalance of regional development has been caused.There are still many poor areas,and the contradiction between the rich and the poor is becoming increasingly acute.Even during the nine-year compulsory education period,there has always been a large gap in the education level between urban and rural residents.In different regions and classes,because of the different socio-economic status of the family,there is a large gap in the development of basic education for students,and junior high school students are in the important period of learning stage,which is also an important period for the development of young people.Therefore,the academic achievement of middle school students has always been the focus of sustained and extensive attention in the academic community.Academic performance is not only a basic indicator to measure the academic effect of junior high school students,but also a direct impact of family,school and their own levels on academic performance.This paper uses literature research,theoretical analysis and empirical analysis.Using the statistical data of China's basic education tracking(CEPs)survey(2014-2015 academic year),this paper investigated the role of family socio-economic status on the academic performance of children,and also analyzed the intermediary effect of self-efficacy between the two.First of all,this paper constructs the relevant theoretical basis,that is,the theory of family socio-economic status,the theory of self-efficacy and the theory of cognitive ability.On this basis,it constructs the influence mechanism of family socio-economic status theory on the academic performance of children;the influence mechanism of self-efficacy on the academic performance of children;then,it realizes the data statistics and detailed discussion on the three key variables;then Put forward the hypothesis of this paper;use the basic model to analyze the role of family socio-economic status on academic performance;build the intermediary effect model to test the impact of self-efficacy on the above two;finally,summarize the research conclusions of this paper,and give the corresponding policy suggestions.The results show that:(1)the family socio-economic status is still in direct proportion to the academic performance of the children,the higher the family socio-economic status is,the better the children's academic performance;(2)the relationship between self-efficacy and academic performance is in direct proportion;(3)in the process of the role of family socio-economic status on the academic performance of the children,self-efficacy plays an intermediary role.The social and economic status of the family will have an impact on children's self-efficacy,thus affecting children's academic performance.The important role of this paper is:(1)analyze the effect of family socio-economic status on children's academic performance,and recognize the mutual influence mechanism among family socio-economic status,self-efficacy and children's academic performance.From another new point of view,it explains the reason why the gap between urban and rural areas,between different social classes,is too large;(2)this paper focuses on the vulnerable groups with insufficient educational resources,analyzes the gap between urban and rural areas,and between families with different social and economic status in academic performance and the reasons for the difference;more It enriches the relevant research on how the family's socio-economic status affects the children's academic performance.