Research On The Relationship Between Junior Middle School Students' Parental Participation,self-education Expectation And Academic Performance

In recent years,the family education and academic achievements of junior high school students have been a hot issue that has caused great concern in the field of social work practice.This study explores the relationship between three variables: parental participation,self-education expectations,and academic performance of junior high school students.It provides an empirical basis for improving family parent participation,raising self-education expectations,and then improving student academic performance.Practice provides a scientific basis.This study uses data from the China Education Tracking Survey(CEPS)for the 2014-2015 school year for analysis.CEPS started the first questionnaire survey from 2013 to 2014.It selected 28 county-level units,112 schools(7th and 9th grade)with junior high school teaching,and 438 classes in 31 provinces,municipalities,and autonomous regions.A total of about 20,000 junior high school students were used as survey samples.In the 2014-2015 school year,CEPS conducted a follow-up visit to 10279 seventh-graders from the baseline survey.After removing the sample of unsuccessful students,a total of 9448 junior high school students were included in the statistical analysis of this study.This research mainly examines the current situation of junior high school students' parental participation,self-education expectations and academic performance from the perspective of junior high school students' parent participation,and further explores the impact of junior high school students' parental participation on academic performance and the relationship between self-education expectations Mediating Role.The main conclusions of this study are:(1)The four dimensions of parental participation of junior high school students are significantly related to academic performance;the behavioral participation dimension has a significant negative predictive effect on academic performance;the cognitive,emotional,and regulatory participation dimensions have significant positive effects on academic performance To predict the role.(2)The four dimensions of parental participation of junior high school students are significantly related to self-education expectations;the behavior participation dimension has a significant negative predictive effect on self-education expectations;the cognitive participation dimension,emotional participation dimension,and regulatory participation dimension have self-education expectations.Significant positive prediction effect.(3)Self-education expectations are significantly related to academic performance;self-education expectations have a significant positive predictive effect on academic performance.(4)Self-education expectations play a part of the mediating role between the parental participation dimension and learning performance;Self-education expectations play a part of the mediating role between the cognitive participation dimension of parent participation and academic performance;self-education expectations Partial mediating role between the emotional participation dimension and academic achievement;self-education expectation plays a partial mediating role between the parental involvement dimension of regulatory participation and academic achievement.