CAJ | 학술논문

以331名初中生为被试，收集学生的家庭社会经济地位、学生感知到的教师支持和父母参与，及学生成绩，以验证父母参与在家庭社会经济地位和学业成绩关系中的中介作用，以及教师支持对父母参与这一中介作用的调节。结果发现：（1）家庭社会经济地位正向预测初中生的学业成绩；（2）在家庭社会经济地位对初中生学业成绩的预测中，父母参与发挥了中介作用；（3）教师情感支持调节了父母参与中介于家庭社会经济地位与初中生学业成绩之间的美系．
이331명초중생위피시，수집학생적가정사회경제지위、학생감지도적교사지지화부모삼여，급학생성적，이험증부모삼여재가정사회경제지위화학업성적관계중적중개작용，이급교사지지대부모삼여저일중개작용적조절。결과발현：（1）가정사회경제지위정향예측초중생적학업성적；（2）재가정사회경제지위대초중생학업성적적예측중，부모삼여발휘료중개작용；（3）교사정감지지조절료부모삼여중개우가정사회경제지위여초중생학업성적지간적미계．
Based on a sample of 331 junior students, the present study examined the associations among family socioeconomic status, parental involvement, students＇ perception of teachers＇ support and academic achievements. Hierarchical regression analyses were applied to detect the effects of family socioeconomic status on children＇ s academic achievements as well as the moderated mediating role of parental involvement by students＇ perception of teachers ＇ support. Results indicated that family socioeconomic status was a predictor of academic achievements. Parental involvement served to mediate the link between family socioeconomic status and academic achievements. And the perception of teachers＇ support moderated the mediating effect of parental involvement. These findings highlight the importance of examining the role of family socioeconomic status, parental involvement and teachers＇ support in children＇s academic achievements in modern China, and of expanding the existing research by underlying the role of parental involvement and teachers＇ support on children＇s academic achievements.