Relationship Between Socioeconomic Status And Academic Achievement Of Rural Children ——A Moderated Mediation

The Chinese nation has always attached great importance to the family and is the so-called "the home of the world".In December 2016,when meeting with representatives of the first national civilized family,President Xi Jinping pointed out that want to promote family education to new heights of social governance,the family to talk,just heavy teaching,teaching knowledge,education and moral character,physically,are exposed,and guide parents learn family education method,help children to fasten the first button in life,good life the first step.This study focused on the family factors in the social economic status and parental involvement in families in rural areas,the influence on the children’s academic achievement,the family socioeconomic status questionnaire,parents’ involvement in the scale,the questionnaire of the relationship between teachers and students,selection of Hubei area two rural primary schools,759 students as the research object,to understand the rural family education involved in social and economic status,parents,teachers and students relations,discusses the three influence on children’s academic achievement,through data analysis found that:（1）on the whole,the level of parental education involvement of rural children is at a medium level;The educational involvement level of the mother is higher than that of the father in all dimensions.The mother in the family education is more inclined to the intellectual support,the concrete behavior management,the supervision and the guidance;Fathers are more likely to be emotionally supportive and supportive;There are significant differences in the gender,left-behind,single-parent and class cadre of children in rural areas.There is no significant difference in whether rural children are only children or not.There were significant differences in maternal involvement level and no significant differences in paternal involvement level.（2）family socioeconomic status positively predicts rural children’s academic achievement;（3）parents’ involvement in each dimension positively predicted rural children’s academic achievement;（4）parents involved in various dimensions play an intermediary role in the process of family socioeconomic status affecting rural children’s academic achievement.（5）the teacher-student relationship has no significant moderating effect on the mediating effect of parental involvement on the academic achievement of rural children.Based on the above conclusions,three Suggestions are put forward :（1）optimize the family environment in terms of family education;（2）in terms of school education,to take the place of supervision;（3）in terms of social policies,economic and educational resources are inclined to the Socioeconomic Status lower class.