生态系统视角下家校合作对学业成绩的影响：教师支持与学校适应的链式中介研究

Home-School Collaboration and Academic Achievement: A Chain Mediation Study of Teacher Support and School Adaptation from an Ecosystem Perspective

摘要: 在“双减”背景下，如何提高学生学业成绩这一问题得到了广泛关注。家庭和学校作为初中生成长过程中的关键环境，其协同作用对学生的发展至关重要。本研究基于生态系统理论及社会支持理论，构建了“家校合作→教师支持→学校适应→学业成绩”链式中介模型，探讨了家校合作对学业成就的影响机制。研究采用中国教育追踪(CEPS) 2014~2015学年追访数据，最终纳入6001名初中生样本，运用结构方程模型以及Bootstrap方法进行分析。结果发现，家校合作对学业成绩的直接效应不显著，但教师支持与学校适应表现出显著的间接效应，此外，二者还构成了链式中介作用。研究结果揭示了家校合作促进学业成绩的心理机制，为制定政策及提升学生学业成绩方案方面提供了理论支持与实证依据。

Abstract: Under the background of China’s “Double Reduction” policy, how to improve students’ academic achievement has received widespread attention. As critical environments in the developmental process of junior high school students, the collaborative functioning of families and schools plays a vital role in shaping student outcomes. Based on ecological systems theory and social support theory, this study constructed a serial mediation model—“home-school collaboration → teacher support → school adjustment → academic achievement”—to examine the mechanism through which home-school collaboration influences academic outcomes. Using data from the 2014~2015 follow-up wave of the China Education Panel Survey (CEPS), a total of 6001 junior high school students were included in the analysis. Structural equation modeling and bootstrapping methods were employed. Results indicated that home-school collaboration did not have a significant direct effect on academic achievement, but showed significant indirect effects via teacher support and school adjustment. Furthermore, a significant serial mediation effect was also identified. These findings illuminate the psychological pathways through which home-school collaboration facilitates academic performance, providing both theoretical insights and empirical evidence for policy-making and academic support strategies.