Effect of Family Social Class on Junior Middle School Students' Academic Achievement: A Moderated Mediation Model

DOI

10.2991/978-2-494069-89-3_122How to use a DOI?

Keywords

family social class; academic performance; intrinsic learning motivation; parental educational expectation

Abstract

To explore the relationship between family social class and junior middle school students’ academic achievement, a total of 1679 middle school students were surveyed by questionnaires. The results showed that (1) Family social class had a positive predictive effect on academic achievement (2) Intrinsic learning motivation played a partial mediating role in the relationship between family social class and academic achievement (3) Parental educational expectation moderates the mediating of intrinsic motivation. In other words, the influence of family social class on intrinsic motivation changed with the different of parental educational expectation.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jiwen Chen
AU  - Lei Xu
AU  - Shun Peng
AU  - Hua Dong
AU  - Shuangshuang Cai
PY  - 2022
DA  - 2022/12/30
TI  - Effect of Family Social Class on Junior Middle School Students' Academic Achievement: A Moderated Mediation Model
BT  - Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)
PB  - Atlantis Press
SP  - 1051
EP  - 1057
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-89-3_122
DO  - 10.2991/978-2-494069-89-3_122
ID  - Chen2022
ER  -