本研究旨在探讨高中生家庭社会经济地位对其学业成绩的影响机制,特别是未来取向在其中发挥的中介作用。为此,采用标准化测量工具(包括家庭社会经济地位评估量表、未来取向问卷和学业成绩单)对250名初中生进行了系统性调查。分析结果显示:(1) 本研究样本中高中生的未来取向水平整体处于中等偏上区间;(2) 在性别分组比较中,并未观察到显著的差异性表现;(3) 研究数据证实,家庭社会经济地位不仅能够显著预测学生的未来取向水平和学业成绩,而且其中未来取向在家庭社会经济地位与学业成绩之间起到了部分中介作用。This study aims to explore the mechanism by which family socioeconomic status (SES) affects academic performance among high school students, particularly focusing on the mediating role of future orientation. To achieve this, a systematic survey was conducted using standardized measurement tools, including the Family SES Assessment Scale, Future Orientation Questionnaire, and academic transcripts, targeting 250 junior high school students. The analysis revealed three key findings: (1) the overall level of future orientation among high school students in this sample is above average;(2) no significant differences were observed between male and female groups in terms of comparative performance;and (3) family SES significantly predicts both students' future orientation and academic performance, with future orientation serving as a partial mediator between family SES and academic achievement.
目的:研究家庭社会经济地位与学业成绩的关系。方法:采用方便取样浙江省、河北省某中学初中生1055名,使用家庭社会经济地位问卷、学业自我效能感量表对被试进行问卷调查,使用SPSS26.0和插件宏PROCESS3.2进行数据分析并检验学业自我效能感在家庭社会经济地位与学业成绩之间的中介作用。结果:家庭社会经济地位、学业自我效能感与学业成绩之间存在显著相关(p Objective: To study the relationship between family socioeconomic status and academic performance. Methods: A total of 1055 junior high school students from middle schools in Zhejiang Province and Hebei Province were conveniently sampled. The subjects were surveyed using the Family Socioeconomic Status Questionnaire and the Academic Self-Efficacy Scale. Data analysis was conducted using SPSS26.0 and the plugin macro PROCESS3.2 to test the mediating role of academic self-efficacy between family socioeconomic status and academic performance. Results: There were significant correlations among family socioeconomic status, academic self-efficacy, and academic performance (p < 0.05). Family socioeconomic status and academic self-efficacy could significantly predict the academic performance of middle school students respectively, and the mediating role of academic self-efficacy between family socioeconomic status and academic performance was significant.
