家庭社会经济地位与初中生学业成绩的关系：学业自我效能感的中介作用
The Relationship between Family Socioeconomic Status and Academic Performance of Junior High School Students: The Mediating Role of Academic Self-Efficacy
摘要: 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 < 0.05)；家庭社会经济地位和学业自我效能感能够分别显著预测中学生学业成绩，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显著。
Abstract: 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.
文章引用：韩连旭 (2025). 家庭社会经济地位与初中生学业成绩的关系：学业自我效能感的中介作用. 心理学进展, 15(3), 327-333. https://doi.org/10.12677/ap.2025.153160

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