A Study On The Influence Of Parent Education Participation On Children’s Academic Achievement

At present,the main contradiction in China’s education has undergone structural changes,and “fair and quality education” has become the new appeal of The Times.Family capital plays an important role in the competition process of children’s education resources.Among them,parental participation in education is an important family social capital,and its important influence on children’s academic performance cannot be ignored.However,studies have shown that the relationship between parental participation in education and children’s academic achievement has not reached a consensus conclusion,and studies on intermediary mechanism and heterogeneity are lacking.In view of this,based on the social capital theory and selffulfilling prophecy theory,the study uses CFPS2018 data,mainly adopts Structural Equation Model and other analytical methods to empirically study the current situation of the influence of parental participation on children’s academic performance,systematically analyzes the mechanism and group differences between them,and further examines the important role of educational participation in promoting educational equality.The main findings of the study are as follows: First,parental participation in education pays more attention to learning and requirements than to communication and inspection,and children’s academic achievement is polarized,both of which are affected by class,urban-rural and gender.Secondly,there are differences in the effects of different types of parental participation in education.Indirect participation behaviors such as family environment and parent-child communication have a significant positive effect on children’s academic achievement,while direct participation behaviors such as parental supervision have no significant effect on children’s academic achievement.Thirdly,there is no direct effect between parents’ involvement in education and children’s academic achievement,but children’s selfexpectation,educational opportunities and learning behaviors play a complete mediating role.Among them,parents’ educational participation has a positive effect on children’s academic performance on the whole,self-expectation is the core path of parents’ participation to improve academic performance,parents’ educational participation and children’s educational opportunities have a negative effect on children’s learning behavior.Finally,there are class and urban-rural differences in the influence of parental participation on children’s academic achievement,but there is no gender difference.(1)Compared with high class families,low class families are more able to improve children’s academic achievement through parental participation,and children’s self-expectation is a key path for low class families to improve children’s academic achievement.(2)Compared with rural families,urban parents’ participation in education has a greater positive effect on their children’s academic performance,mainly because urban families provide more educational opportunities for their children by virtue of their capital advantages.(3)The influence of parents’ participation in education on children’s academic performance has cross-gender group validity,and the educational attainment of boys and girls in compulsory education stage gradually reaches a balanced state.Based on the results of empirical analysis,the paper argues that family education should enhance parents’ awareness of participation,attach importance to children’s self-expectations,and strengthen home-school cooperation,so as to give full play to the important role of educational participation in the process of improving children’s academic performance and promoting educational equality.