Capital,Habitus And Academic Achievement

Families play an important role in their children’s education.With the government’s rectification of extracurricular tuition and the official implementation of the Family Education Promotion Law,the focus of children’s education will fall from capital competition to family parenting and home-school interaction.In this context,this article explores the impact of established family education patterns and their class distribution,capital and parenting styles in family education on children’s academic achievement.Therefore,this paper uses the China Education Panel Survey(CEPS)data from 2013-2014 for regression and mediation analysis.Finally,phenomena and mechanisms involved in family socioeconomic status and children’s academic achievement in a capital-habitus perspective were explored.This article finds that: 1.Authoritative and neglectful parenting styles are the most common in Chinese family education practices.The higher the socioeconomic status of the family,the more cultural,social,and economic capital is invested in children’s education and the adoption of permissive and authoritative parenting styles.2.The higher the socioeconomic status of the family,the better the academic performance of the children.However,cultural capital and economic capital investment significantly reduced children’s academic performance,neglectful and authoritarian parenting styles are also detrimental to children’s academic performance in comparison.Higher family socioeconomic status is associated with better non-cognitive ability of children.Cultural capital,social capital,and economic capital investment have a significant positive effect on children’s social skills and collective integration.Authoritative and authoritarian parenting styles enhance children’s self-efficacy and educational expectations.Authoritative and tolerant parenting styles enhance children’s social skills and collective integration.3.The explanatory power of parenting style is stronger than capital in the differences in children’s academic performance and self-efficacy.Capital has stronger explanatory power than parenting style for differences in children’s educational expectations and social skills.Using parental education and economics as a measure of family status,the explanation for parenting styles was stronger for the worse performing strata of family status,especially for differences in children’s noncognitive abilities.4.The interaction effects of each capital and each parenting style on children’s academic performance and non-cognitive abilities are complicated.5.Both capital and parenting style mediated the effect of family socioeconomic status on children’s non-cognitive abilities,and the indirect effect of capital accounted for a larger proportion than that of parenting style.