Family Background and Children’s Academic Performance: Evidence from the compulsory education in China

对于家庭背景与儿童学业成就间的关系，既有研究大多着眼于家庭背景对最终教育获得的影响，但教育获得是一个连续过程，对受教育过程缺少分析，就难以理解家庭背景影响儿童受教育机会的过程性机制。本文通过分析中国家庭追踪调查基线数据（CFPS2010），探讨了家庭背景影响儿童学业成就的路径和机制。本文分析结果表明：（1）家庭通过其社会经济资源为儿童提供有差异的教育机会，进而影响儿童的学业表现；（2）家庭通过家长的教育参与和行为支持，培养儿童的学习态度和学习习惯，从而对其学业成就产生影响。进一步的探讨还发现，家庭背景对儿童学业成就的影响路径和机制具有显著的城乡差别，家庭社会经济地位对城市学生成绩的影响大于对农村学生的影响；相比城市学生而言，农村学生的学业成就更多地依赖于自身的学习行为。本文的研究发现对如何缩小儿童学业成就的阶层差异以及促进教育公平提供了依据。

Education is a lasting process. Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Thus, it is necessary to examine how family background affects children’s academic achievement at an early stage. Through statistical analysis of data from the Chinese Family Panel Study in 2010(CFPS2010), this paper proposes two pathways through which family influences children’s academic performance. Firstly, parents compete for high quality education opportunities for their children. Better educational opportunities lead to better academic performance. Secondly, parenting behavior and educational support for their children could cultivate children’s learning habits and affect academic performance. We also find urban students’ academic performance are more heavily affected by their families’ socioeconomic status and the students’ effort, compared with rural students. These findings bear important implications for how to reduce the class difference in students’ academic performance and promote educational equity in contemporary China.

李忠路、邱泽奇；

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