The Relationship Between Socioeconomic Status And Mathematics Academic Achievement Of The Seventh Grade Students

my country is currently at a critical stage of social and economic development,and has gradually shifted from rapid social and economic development in the past to high-quality social and economic development.Education equity is a hot spot to be concerned in this period and for a longer period in the future.Education needs to pay attention to the development of children at all levels of society,give each child the right to fair and equitable education,and make up for social class differentiation through fair education.From the beginning of this century,China began to study the SES of students,and some studies gradually explored its relationship with other variables.Regarding the interest in learning,especially the interest in mathematics,the focus of domestic research is on learning-based teaching,and less empirical research is conducted;and there is not much research on the use of SES for students' interest in mathematics.Looking at the literature,it has been found that in the empirical research exploring the relationship between SES and mathematics academic achievements,no research has yet taken mathematics learning interest as an intermediary variable.This study selected a seventh-grade student from a middle school in Ganzhou,Jiangxi Province,and a junior high school in Wenzhou,Zhejiang Province as the research object,using the PISA2012 student socioeconomic status questionnaire and the domestic junior high school students mathematics learning interest questionnaire to collect data.On the basis of descriptive statistics,difference analysis,etc.,the structural equation model was used to analyze the relationship between seventh grade students' SES,mathematics learning interest and mathematics academic level.Analyze the influence path among seventh grade students' SES,mathematics learning interest,and mathematics academic achievement;test the mediating effect of mathematics learning interest between seventh graders and mathematics academic achievement.This study draws the following conclusions:There are significant differences in the interest of seventh grade students in mathematics learning among different SES groups.High SES students are more interested in mathematics learning than SES.There is no significant difference in the interest in mathematics learning between the 7th grade students of middle SES and the 7th grade students with high SES and low SES.There is a marginal difference between the mathematics interest of seventh grade students in middle SES and the mathematics learning interest of seventh grade students in low SES.And the mathematics learning interest of seventh grade students is significantly related to SES,and is positively related.In different SES groups,the mathematics academic achievements of the seventh grade students are significantly different;the mathematics academic achievements of the high SES seventh grade students are significantly higher than the middle SES seventh grade students and the low SES seventh grade students,the middle SES The mathematics academic achievements of the seventh graders are significantly higher than those of the seventh graders with low SES.The mathematics academic achievements of seventh grade students are significantly related to SES,and are positively related.Computing power,reasoning power,and problem solving power are significantly related to SES,and are all positively correlated.Among them,the correlation coefficient between problem solving and SES is the largest,and the correlation coefficient between computing power and SES is the smallest.7th grade students' mathematics learning interest has a significant correlation with mathematics academic performance,and is positively correlated;The mathematics learning interest of seventh grade students plays a full intermediary role between the students' family socioeconomic status and mathematics academic performance,which shows that mathematics learning interest realizes the influence of students' SES on students' mathematics academic performance through the intermediary role.In summary,this article suggests the following ways to improve the academic performance of students with low family socioeconomic status: 1.Provide more shared resources for mathematics learning in schools and classrooms.2.Strengthen the interaction between school and home education and teaching.3.Establish various interest groups in mathematics learning.4.Increase student cooperative learning in classroom instruction design.