北京师范大学学报:社会科学版
北京師範大學學報:社會科學版
북경사범대학학보:사회과학판
Journal of Beijing Normal University(Social Science Edition)
2009年
5期
41~47
,共null页
蔺秀云 王硕 张曼云 周冀
藺秀雲 王碩 張曼雲 週冀
린수운 왕석 장만운 주기
流动儿童 教育期望差 父母教育投入 子女学习投入 子女学业表现
流動兒童 教育期望差 父母教育投入 子女學習投入 子女學業錶現
류동인동 교육기망차 부모교육투입 자녀학습투입 자녀학업표현
migrant children; discrepancy of educational expectation; parents' education investment; children's school involvement; children's school performance
采用整群抽样的方法对北京打工子弟学校流动儿童、公立学校流动儿童、公立学校本地儿童进行问卷调查,探讨教育期望、教育投入、学习投入对流动儿童学业表现的影响。研究发现:(1)在父母教育投入与自己的学习投入、学业表现上,三类儿童存在显著差异,公立学校本地儿童在父母教育投入上得分最高,而公立学校流动儿童在自己学习投入和学业表现上得分最高,打工子弟学校流动儿童各项得分都最低;(2)三类儿童自己的教育期望与感知到的父母的教育期望存在显著差异,儿童感知到的父母的教育期望显著高于儿童对自己的教育期望;(3)教育期望差和父母教育投入影响流动儿童的学业表现:期望差越大,父母教育投入越多,流动儿童的学业表现越好;(4)流动儿童学习投入在教育期望差、父母教育投入和自己的学业表现之间起到完全中介的作用。
採用整群抽樣的方法對北京打工子弟學校流動兒童、公立學校流動兒童、公立學校本地兒童進行問捲調查,探討教育期望、教育投入、學習投入對流動兒童學業錶現的影響。研究髮現:(1)在父母教育投入與自己的學習投入、學業錶現上,三類兒童存在顯著差異,公立學校本地兒童在父母教育投入上得分最高,而公立學校流動兒童在自己學習投入和學業錶現上得分最高,打工子弟學校流動兒童各項得分都最低;(2)三類兒童自己的教育期望與感知到的父母的教育期望存在顯著差異,兒童感知到的父母的教育期望顯著高于兒童對自己的教育期望;(3)教育期望差和父母教育投入影響流動兒童的學業錶現:期望差越大,父母教育投入越多,流動兒童的學業錶現越好;(4)流動兒童學習投入在教育期望差、父母教育投入和自己的學業錶現之間起到完全中介的作用。
채용정군추양적방법대북경타공자제학교류동인동、공립학교류동인동、공립학교본지인동진행문권조사,탐토교육기망、교육투입、학습투입대류동인동학업표현적영향。연구발현:(1)재부모교육투입여자기적학습투입、학업표현상,삼류인동존재현저차이,공립학교본지인동재부모교육투입상득분최고,이공립학교류동인동재자기학습투입화학업표현상득분최고,타공자제학교류동인동각항득분도최저;(2)삼류인동자기적교육기망여감지도적부모적교육기망존재현저차이,인동감지도적부모적교육기망현저고우인동대자기적교육기망;(3)교육기망차화부모교육투입영향류동인동적학업표현:기망차월대,부모교육투입월다,류동인동적학업표현월호;(4)류동인동학습투입재교육기망차、부모교육투입화자기적학업표현지간기도완전중개적작용。
The present study aims to explore the effects of (i) the educational expectation discrepancy between parents and children, (ii) the parental educational investment, and (iii) the school involvement on the performance of the migrant children in Beijing so as to observe if there is any significant difference. Three types of subjects were investigated in the study: migrant children in private schools and public schools, and local children in public schools. The results are as follows. First, a significant difference exists among the three types of subjects in regard to the three factors. Second, children's perceived parental educational expectation is significantly higher than their own. Third, the influence of educational expectation and parental invvestment on school performance is also significant: The performance is better with bigger discrepancy and more investment within specific scope. Finally, children's school involvement can be a completely mediate factor.