Research On The Relationship Between Family Socioeconomic Status,Parental Educational Expectations And Academic Achievement Of Junior Secondary School Students

The Law on the Promotion of Family Education was officially implemented on 1 January 2022,making family education a "compulsory" course for parents,from a "family matter" to a "national matter".The guardians’ responsibility for their children’s education has been clearly defined.With the increasing pressure of competition in society and changes in the concept of education,parents in China are paying more attention to family education than ever before,and their expectations of their children’s education have become more evident.Parents’ educational expectations are an expression of the importance parents attach to their children’s education and have a profound impact on their children’s behaviour.Family socio-economic status is one of the most important factors influencing academic achievement.And students’ academic performance is an important component of students’ development,reflecting to some extent the equity and quality of education.Using social stratification theory and expectation theory as the theoretical framework,this research selects 1,144 junior high school students in Xinjiang Uygur Autonomous Region,Heilongjiang Province and Guangdong Province as the main research subjects,and uses a combination of questionnaires and interviews to explore the relationship between family socio-economic status,parents’ educational expectations and junior high school students’ academic achievement.Based on the description of the current situation of family socio-economic status,parental educational expectation and academic achievement of junior high school students,the study explored the relationship between family socio-economic status,parental educational expectation and academic achievement using correlation analysis and analysis of variance,and finally examined the mediating effect of parental educational expectation between family socio-economic status and academic achievement using the Bootstrap method.The main findings of this study are as follows:(1)Family socio-economic status,academic achievement are generally at an intermediate level and parental educational expectations are high.In terms of parents’ education level,the parents of junior high school students are mainly educated at junior high school level;in terms of parents’ occupation,most of them are farmers and workers;in terms of family economic income,junior high school students perceive that their families’ economic conditions are currently at an intermediate level,and the monthly family income is mainly in the range of 3500-6500.(2)There are differences in academic performance among middle school students of different grades,ethnic groups,places of residence,whether they are only children,and regions.(3)Family socio-economic status and parents’ educational expectations significantly affect the academic performance of junior secondary school students.(4)Family socio-economic status significantly influences parental educational expectations.(5)Parental educational expectation is a mediating variable between family socio-economic status and junior high school students’ academic achievement.By addressing the important role of parents’ educational expectations in the academic performance of junior high school students,the organic connection between family education,school education and social education,and the cooperation between the three,the organic combination of teaching,training and value-based education,and the formation of a "big education" atmosphere with the coordination of family,school and society,the education work can better meet the educational needs of junior high school students This will enable education to better meet the educational needs of junior secondary school students and to contribute to their academic performance and other aspects of their growth,and to ensure that every student has equal access to education.Finally,the following countermeasures are proposed at the national and social levels,as well as at the school and family levels: 1.Pay attention to the micro factors that affect equity in education.Formulate educational equity policies oriented towards ensuring the quality of education in each region and urban and rural areas,use relevant policies for macro control,and include families in regions with a relative lack of educational resources in the consideration of the formulation of policies to ensure educational equity and gradually achieve balanced development of education.Second,strengthen communication and cooperation between schools and families.School education can help students overcome barriers to academic progress caused by unequal origins.Focusing on home-school cooperation,educational administrators in schools not only focus on students’ school performance and achievement,but also communicate and interact with students’ parents to form a home-school partnership.Parents should be aware of the impact of electronic products and the internet on their children,and should develop the right attitude towards parenting and give their children more emotional support.